Missionary  Methods 


for 


Sunday-school   Workers 


GEORGE  H.  TRULL 


The  "Times''  Handbooks 
for      Missionary     . 
Workers.         Number    X 


NOV  30  1910   *; 


BV  2616  .T72  1908 
Trull,  George  H.  b.  1873 
Missionary  methods  for 
Sunday-school  workers 


*     NOV  30  1910 


/V, 


MISSIONARY  METHODS  FOR 


SUNDAY-  SCHOOL 
WORKERS 


REVISED  EDITION 


By  GEORGE  H.    TRULL 

Sunday-school  Secretary  of  the  Board  of  Foreign  Missions 
of  the  Presbyterian  Church  in  the   U.   S.  A. 

Editor  of      Missionary  Studies  for  the  Sunday-school " 
First,   Second  and  Third  Series 


Introduction  by 
CHARLES  GALLAUDET  TRUMBULL 


THE  SUNDAY  SCHOOL  TIMES  COMPANY 
Philadelphia 


Copyright.  1908, 
By  George  H.  Trull 


TO 

My  fellow-laborers  in  the  Gospel  of  Christ 
to  whose  care  has  been  intrusted  the  train- 
ing of  the  youth  in  the  Sunday-schools  of 
our  land-,  this  book  is  respectfully  dedi- 
cated with  tlTe  prayer  that  through  their  in- 
strumentality the  spirit  of  world-wide  mis- 
sions may  vitalize  the  Church  of  to-morrow. 


INTRODUCTION 

The  day  is  coming  when  the  Sunday-school  that 
has  not  sent  some  of  its  members  to  a  home  or  for- 
eign mission  field,  while  at  the  same  time  numbering 
still  others  in  its  membership  as  volunteers  pledged 
to  go,  will  be  ashamed  and  self-condemned.  The 
reason  why  Sunday-schools  generally  have  not  yet 
reached  this  high  but  practicable  standard  is  because 
most  Sunday-school  workers  do  not  know  what  the 
Sunday-school  is,  and  what  is  the  real  end  of  its 
effort. 

For  example,  the-Sunday-school  is  often  spoken  of 
as  the  church  of  to-morrow,  or  the  child  of  the  church, 
or  the  children's  church,  or  as  a  branch  or  a  depart- 
ment of  the  church.  None  of  these  definitions  tells 
the  whole  truth.      All  of  them  are  misleading. 

Again,  the  purpose  of  the  Sunday-school  is  com- 
monly spoken  of  as  Bible-study.  And  the  great  end 
of  the  Sunday-school  is  usually  said  to  be  soul- winning. 
Both  of  these  statements  are  not  only  inadequate,  but 
positively  harmful  in  the  narrowing,  stultifying  limita- 
tions that  they  impose. 

The  Sunday-school  is  not  the  church  of  to-morrow, 
nor  a  branch  of  the  church  of  to-day  ;  it  is  the  church 
engaged  in  the  most  important  work  that  God  com- 
mits to  men.     As  the  Church  Teaching,  the  .  Sunday^ 

V 


v'i  Introduction 

school  is  the  church  at  work  in  carrjnng  out  the  Great 
Commission  :  making  disciples,  or  learners,  of  all  men. 

Bible-study  is,  of  course,  only  a  means  to  the  end 
that  the  Sunday-school  has  in  view.  And  that  end  is 
not  soul-winning  ;  the  church  would  be  a  body  of 
babes,  untrained  and  useless,  if  it  were.  Soul-win- 
ning is  vital  ;  the  Sunday-school  that  won  no  souls 
would  be  a  failure  ;  but  soul-winning  is  the  first  step, 
not  the  last,  in  Sunday-school  effort.  Soul-winning 
is  the  beginning  of  the  actual  results  that  every  true 
Sunday-school  worker  longs  to  see  :  God  forbid  that 
it  should  be  the  end.  Yet  many  a  teacher  really 
seems  to  think  that  he  has  done  about  all  he  need  do 
for  a  given  class  if  he  has  brought  the  members  of 
that  class  to  an  open  confession  of  their  Saviour ! 

What,  then,  is  the  end  of  Sunday-school  work? 
Cliaracter-training  for  service  in  the  extension  of  the 
Kingdom.  Not  a  selfish  salvation,  a  saving  merely  of 
our  own  self-centered  souls  ;  but  a  salvation  for  one 
great  purpose  only  :  power  to  win  others  to  Christ, 
and  to  train  them  up  in  Christ.  This  is  the  end,  the 
purpose,  that  should  be  held  up  before  every  pupil, 
young  and  old,  saved  and  unsaved,  in  every  Sunday- 
school  in  the  world.  You  are  powerless  and  unprofit- 
able and  lost  without  Christ ;  you  need  Christ,  not 
merely  that  you  may  be  saved,  but  that  you  may 
make  your  life  count  for  the  eternal  enrichment  of  all 
lives  that  you  touch. 

Where,    then,    does    the    work    of  missions    come 


Introduction  vii 

into  the  Sunday-school  as  this  new  vision  reveals  it? 
Rather,  where  can  the  work  of  missions  be  left  out  in 
such  a  Sunday-school  ?  The  true  understanding  of 
the  church  at  work  teaching  makes  it  plain  that  the 
itnplanting  of  the  niissiojiary  spirit  so  as  to  give  it  con- 
trol of  the  life  of  every  ptipil  may  fairly  be  said  to  be 
the  chief  and  sole  purpose  of  the  Snnday-scJiool.  There- 
fore if  a  Sunday-school  fails  here,  it  fails  not  only 
as  a  powerful  ally  of  the  great  missionary  boards,  but 
\t  fails  as  a  Sunday-scJiool.  And  if  the  Sunday-school 
is  the  church  engaged  in  the  greatest  and  most  im- 
portant work  that  God  permits  us  to  do,  and  the  end 
of  the  Sunday-school  is  character-training  for  service 
in  the  extension  of.  the  Kingdom,  then  if  the  Sunday- 
school  fails  in  the  proper  teaching  of  missions,  the 
Church  of  Jesus  Christ  is  failing  at  its  greatest  and 
only  commissioned  work.  'That  is  a  strong  state- 
ment, but  can  we  escape  its  truth  ? 

But  the  church  is  not  going  to  fail.  The  past  few 
years  have  marked  an  awakening  to  this  its  strategic 
opportunity  and  Christ-commissioned  obligation  such 
as  may  well  give  cheer  and  hope  to  those  who  are 
blazing  the  way.  Missions  and  the  Sunday-school 
may  now  fairly  be  said  to  be  drawing  together,  and 
doing  so  fast.  More  than  one  agency  has  been  per- 
sistently at  work  to  this  end, — notably  the  Young 
People's  Missionary  Movement.  And  among  the 
individuals  whose  far-sighted,  thorough-going  work 
has  been  both  an  awakener  and  a  reyealer  to  Sunday- 


viii  Introduction 

school  folks,  Mr.  George  H.  Trull  stands  out  as  a 
conspicuous  and  undiscouraged  contributor  to  the 
solution  of  the  problem.  His  efforts  began  with  an 
individual  church  ;  soon  they  attracted  such  attention 
that  he  was  laid  hold  on  to  become  the  Sunday-school 
secretary  of  a  great  missionary  board  ;  and  now  he 
places  the  entire  church,  in  every  denomination,  un- 
der obligation  by  the  remarkable  assembling  of  facts 
that  this  volume  presents. 

Those  who  have  thought  that  not  much  has  yet 
been  done  in  the  practical  solution  of  the  study  of 
missions  in  the  Sunday-schools  will  be  amazed  at  the 
enlightenment  that  these  pages  offer.  An  abundance 
of  practical  method  is  described,  and  the  book  treats  of 
its  subject  on  every  side.  One  can  come  to  it  in  en- 
tire ignorance  of  the  theme,  and  lay  it  down  with  the 
grateful  consciousness  that  there  is  scarcely  a  ques- 
tion unanswered.  The  why  and  the  how  of  the  Sun- 
day-school's missionary  activity  are  made  plain  and 
workable.  The  classified  bibliography  alone  will  be  a 
boon  to  those  who  must  constantly  ask  what  books 
there  are  for  this  or  that  part  of  the  work. 

Best  of  all,  it  is  an  evidence  of  the  spirit  and  per- 
manency of  this  work  that  its  heart-life— the  spiritual 
and  prayer-side — is  not  only  not  subordinated  to  ma- 
chinery and  method,  but  is  everywhere  foremost  as 
the  immediate  and  only  reason  for  what  is  done. 

Charles  Gallaudet  Trumbull. 


PREFACE 

The  following  pages  have  been  prepared  with  an 
earnest  desire  to  offer  practical  suggestions  to  those 
who  are  seeking  in  reference  to  missions  in  the 
Sunday-school,  answers  to  the  questions,  "Why? 
What?  How?"  The  growing  interest  in  world- 
wide evangelization  and  recognition  that  the  Sun- 
day-school has  a  very  distinct  relation  to  it  is  indica- 
tive of  a  quickening  spiritual  life  and  promises 
large  achievements  in  the  future.  The  Christian 
who  to-day  can  say  he  has  no  interest  in  missions,  is 
to  be  more  often  pitied  than  condemned.  His  nor- 
mal spiritual  development  has  been  arrested.  In  the 
next  generation  such  individuals  will  be  the  rare  ex- 
ception, if  Sunday-school  workers  of  to-day  are  but 
faithful  to  their  present  opportunities. 

The  author  acknowledges  his  indebtedness  to  the 
late  George  W.  Pease  for  much  of  the  material  in 
Chapter  V^HI,  and  would  refer  those  interested  in 
the  points  treated  in  that  chapter  to  Mr.  Pease's 
book,  "Outline  of  a  Bible  School  Curriculum."  He 
also  expresses  his  appreciation  of  the  kindness  of 
Miss  Bessie  Brooks,  of  Beaver,  Pa. ;  the  Rev.  George 
M.  Fowles,  of  New  York,  and  of  "The  Missionary 
Intelligencer,"  of  Cincinnati,  for  permission  to  re 
produce  some  of  the  diagrams  that  appear  in  the 
Appendix.  George  H.  Trull. 

New  York  City,  May  5,  1908. 


CONTENTS 
Preliminary  Considerations 

Chapter  Page 

I.  Missions  a  Necessity  in  the  Sunday-school   .      i 
II.   Facts  and  Aims 5 


Planning  the  Work 

III.  A  Missionary  Policy  for  the  Local  Sunday- 

school  9 

IV.  The  Missionary  Committee  and  its  Work  .    .    13 
V.   Methods  of  Instruction 20 

VI.  Overcoming  Difficulties 29 

VII.  Securing  THE  Superintendent's  Co-operation.    35 

Working  the  Plan 

VIII.   Education — Courses  of  Instruction 39 

IX.   Developing  Missionary  Intercessors 64 

X.   Developing  Missionary  Giving 72 

XI.  Securing  Missionary  Recruits 96 

XII.  How  TO  Secure  and  Operate  the  Missionary 

Library 100 

XIII.  The  Bulletin-Board  and  its  Uses 117 

XIV.  Suggested   Material  for  Charts,    Diagrams, 

Etc 124 

3d 


xii  Contents 

Chapter  Pack 

XV.  A  Missionary  Sunday  Demonstrated 143 

XVI.   Missionary  Plans  in  Actual  Operation  .    .    .    .155 

Appendices 

A.   Programs  AND  Orders  of  Service 187 

H.   A  Missionary  Equipment  and  its  Cost 197 

C.  Bibliography 210 

D.  Chart  and  Diagram  Material 239 


Missions  a  Necessity  in  the  Sunday-school 

"The  Mission  of  the  Church  is  Missions." 

The  Key  to  the  Situation 

In  the  hands  of  Sunday-school  superintendents  and 
teachers  hes  the  real  solution  of  the  missionary  prob- 
lem. They  hold  the  key  to  the  whole  situation,  and  if 
they  improve  their  opportunity,  within  a  generation 
there  will  be  a  church  whose  intelligence  about  mis- 
sions and  zeal  for  them  has  never  been  equaled  in  the 
world's  history. 

There  are  very  cogent  reasons  why  every  Sunday- 
school  should  include  missions  in  its  curriculum. 

I.    Its  Educational  Value 

Missionary  instruction  is  necessary  for  the  highest 
intellectual  and  spiritual  development  of  the  child. 
Not  alone  does  he  need  missionary  education  because 
of  what  he  may  do  for  missions,  but  because  of  what 
missions  will  do  for  him.  It  will  enlarge  his  vision, 
broaden  his  sympathies,  and  develop  his  spiritual 
life  as  is  possible  in  no  other  way.  This  is  the  more 
readily  seen  if  we  try  to  answer  this  question,  What 
would  a  scholar  miss  if  he  did  not  have  missions 
in  his  life? 

I.  He  would  lack  a  knowledge  of  the  growth  of  the 
Kingdom  of  God,  for  the  history  of  Christianity  is 
the  history  of  missions.    This  would  mean  cutting  out 

I 


2  Manual  of  Missiomny  Methods 

a  large  part  of  the  Bible,  many  of  the  words  of  Christ 
and  of  Paul. 

2.  He  would  lack  acquaintance  with  some  of  the 
noblest  characters  of  history,  and  the  example  of  their 
lives  for  his  own. 

3.  He  would  lack  an  intimate  knowledge  of  condi- 
tions at  home  and  abroad  that  demand  the  gospel  as 
the  remedy. 

4.  He  would  lack  the  development  of  a  broad  world- 
wide interest  and  sympathy,  and  a  feeling  of  responsi- 
bility for  his  fellow-men. 

5.  He  would  lack  the  strengthening  of  faith  through 
the  story  of  the  triumphs  of  the  cross. 

6.  He  would  be  ignorant  of  the  strong  apologetic 
for  Christianity  offered  by  Christian  missions. 

II.  The  Natural  and  Logical  Place 

The  Sunday-school  is  the  educational  depart- 
ment of  the  church  ;  whatever  instruction  is  essential 
for  the  education  of  the  church  belongs  in  the  Sun- 
day-school. "If  you  wish  to  introduce  any  ideas 
into  a  nation's  life,  you  must  put  them  in  the 
schools,"  was  the  wise  injunction  of  Von  Humboldt, 
the  great  German  statesman.  Just  as  truly,  what- 
ever ideas  are  to  grip  the  church  must  be  taught 
in  the  Sunday-school.  "To  reach  the  Sunday- 
school  for  missions  means  to  touch  the  church  more 
deeply  than  through  any  other  agency." 

III.  The  Most  Impressionable  Period  of  Life 

Youth  is  the  formative  period,  the  time  of  great- 
est religious  interest,  and  if  the  scholars  are  ever 


For  Sunday-school  Workers  3 

to  be  interested  in  missions  the  period  of  youth 
is  the  critical  time  to  begin. 

In  his  autobiography,  James  Chahiiers,  the  mis- 
sionary hero  to  New  Guinea,  tells  how  at  the  age 
of  fifteen,  when  in  the  Sunday-school,  he  heard  a 
letter  read  from  the  mission  field  which  led  him  to 
consecrate  his  own  life  to  missionary  service.  After 
reading  it,  the  superintendent  said:  "I  wonder  if 
there  is  a  boy  here  this  afternoon  who  will  yet 
become  a  missionary,  and  by  and  by  bring  the 
gospel  to  the  cannibals?"  Writing  of  it,  Chalmers 
says:  "The  response  of  my  heart  was,  'Yes,  God 
helping  me.  I  will.'  So  impressed  was  I,  that  I 
spoke  to  no  one,  but  went  right  away  towards  home. 
Kneeling  down  I  prayed  to  God  to  accept  of  me, 
and  make  me  a  missionary  to  the  heathen." 

IV.  Large  Number  Enrolled — 15,000,000  in  North  America 
There  are  but  five  and  one-half  millions  in  Young 

People's  Societies,  and  in  Mission  Bands  a  much 
smaller  number.  The  time,  therefore,  to  give  mis- 
sionary instruction  is  when  we  have  the  children, 
and  that  is  at  the  Sunday-school  hour. 

V.  A  New  and  Proper  Perspective 

If  boys  and  girls  read  in  the  daily  papers  of  the 
social  conditions  in  the  city  tenements,  or  of  the  men- 
ace of  a  certain  type  of  immigrants,  or  of  atrocities  on 
the  Congo,  or  of  riots  in  India,  they  will  learn  to 
regard  these  events  not  merely  in  their  political  aspect 
but  in  their  relation  to  the  progress  of  the  Kingdom 
of  God. 


4  Manual  of  Missionary  Methods 

VI.  Consciousness  of  the  Reality  of  God 

The  God  of  Abraham,  Samuel  and  David  seems  to 
many  merely  a  God  of  the  distant  past,  but  far  removed 
from  the  living  present.  The  sense  of  his  reality  is 
lost.  Missions  give  a  new  sense  of  his  immanence, 
linking  the  God  of  Paton  with  the  God  of  Paul,  the 
God  of  Brainerd  with  the  God  of  Abraham. 

VII.  The  Influence  on  the  Home 

The  interest  of  the  children  becoming  aroused  in 
missions  is  very  likely  to  extend  to  the  parents,  so  thar 
they  in  turn  will  profit  by  the  instruction  given  by 
the  Sunday-school,  particularly  so  if  some  home  prep- 
aration is  required  of  the  pupil. 

The  foregoing  reasons  unitedly  lead  to  this  conclu- 
sion:  That  missions  should  be  an  essential  and  normal 
part  of  every  Sunday-school  eurrieilliim,  and  not 
merely  optional  zvith  this  or  that  teacher  and  superin- 
tendent. 

Questions 

1.  Give  your  own  reasons  in  support  of  the  statement  that  the 
key  to  the  missionary  problem  is  in  the  hands  of  Sunday-school 
superintendents  and  teachers  of  to-day. 

2.  State  what  appear  to  you  the  three  strongest  reasons  why 
missions  should  be  a  part  of  the  curriculum  of  every  Sunday- 
school. 

3.  Why  should  it  not  be  an  optional  matter? 

4.  Develop  the  idea  that  an  individual  needs  missions  be- 
cause of  what  it  will  do  for  him. 

5.  State  at  least  two  other  things,  not  mentioned  in  the 
chapter,  that  a  scholar  would  lack  if  he  had  no  missionary 
instruction. 

6.  Memorize  the  conclusion  at  the  close  of  the  chapter. 


II 

Facts  and  Aims 

As  Sunday-school  workers  and  as  Christians,  we 
are  faced  by  certain  incontrovertible  facts  which  we 
need  to  ponder. 

First  Fact. — The  Obligation  of  the  Church  to  Give  the  Gospel 
to  the  World 

Christ's  command  is  strikingly  explicit :  "Go  ye 
into  all  the  world,  and  preach  the  gospel  to  the  whole 
creation,"  and  this  command  has  never  been  revoked. 
Missions  are  not  a  question  therefore  of  individual 
inclination,  but  of  universal  Christian  obligation;  not 
a  mere  matter  of  choice,  but  of  plain  obedience;  not  a 
matter  for  discussion,  but  for  propagation. 

Second  Fact. — The  Church  of  the  Past  Generations   has  not 
Completed  World-Wide  Evangelization 

Much  heroic  service  has  indeed  been  rendered,  but 
the  gospel  for  the  whole  creation  as  the  supreme  duty 
has  never  been  the  conception  nor  attempt  of  the 
church  at  large  since  apostolic  days.  Otherwise  the 
gospel  would  long  ago  have  been  given  to  every 
creature. 

Third  Fact. — The  Unfinished  Task  Presents  an  Opportunity  to 
the  Present  Generation 

It  is  not  merely  an  obligation,  but  an  opportunity, 
for  in  the  Christian's  vocabulary  these  two  words  are 

5 


6  Manual  of  Missionary  Methods 

synonymous.  If  the  church  of  the  past  has  not  com- 
pletely fulfilled  Christ's  command,  then  to  the  church 
of  the  present  comes  the  opportunity. 

Fourth  Fact. — The  Need  of  the  Non-Christian  World  To-day 
is  Very  Great 

One  thousand  million  people  are  still  in  ig;norance 
of  Jesus  Christ.  Two  infants  out  of  every  three  in 
the  world  look  up  into  the  faces  of  mothers  who  can 
tell  them  no  word  about  the  world's  Saviour.  The 
reason  so  many  are  not  Christians  is  not  because 
they  have  wilfully  rejected  the  gospel;  they  have 
never  had  a  chance  to  accept  it.  Men  may  say  all 
they  like  about  the  non-Christian  religions  being 
good  enough  for  the  heathen,  and  that  they  should 
not  be  disturbed.  To  such  is  commended  a  pam- 
phlet by  Mr.  Robert  E.  Speer,  entitled  "The  Non- 
Christian  Religions  Inadequate  to  Meet  the  Needs 
of  Men."  (To  be  obtained  for  five  cents  from 
Student  Volunteer  Movement,  125  East  27th  street, 
New  York.) 

Fifth  Fact. — The  Suriday-school  has  a  Distinct  Obligation 
in  View  of  the  Church's  Present  Duty  to  the  Unevan- 
gelized. 

The  Sunday-school  is  an  integral  part  of  the 
church,  not  a  separate  and  distinct  organization.  "It 
is  the  church  in  its  Bible  teaching  and  studying 
service,"  says  Marion  Lawrance.  The  duty  of  the 
church  for  world-wide  evangelization  is  also  then 
the  Sunday-school's,  and  it  is  significant  that  at  the 
World's    Sunday  School    Convention  in  Rome,    in 


For  Sunday-school  Workers  7 

May,  1907,  this  obligation  was  recognized  and  de- 
clared. Few  schools  at  the  present  time  have,  how- 
ever, any  adequate  or  systematic  course  of  mission- 
ary instruction.  We  do  not  say  that  they  have  no 
missionary  information  presented,  or  that  they  make 
no  offering  to  missionary  causes,  but  that  compara- 
tively few  have  adequate  and  systematic  courses  of 
missionary  instruction.  This  being  the  case,  it  is 
self-evident  that  there  is  an  immediate  need  for 
Sunday-school  superintendents  and  teachers  to  pro- 
vide such  instruction  as  will  impress  the  school  with 
a  sense  of  its  particular  obligation  to  the  evangeliza- 
tion of  the  world,  and  lead  to  an  honest  efifort  to 
meet  its  share  of  responsibility. 

Definite  and  Worthy  Aims 

This  leads  us  to  inquire  about  our  aims  in  our  Sun- 
day-school work.  In  order  to  secure  definite  results 
there  must  be  definite  aims.  What  are  our  aims? 
What  satisfies  us?  Are  we  content  with  numbers,  a 
large  attendance,  the  memorizing  and  repeating  of 
Scripture,  the  Creed  and  the  Catechism,  the  recitation 
of  the  lesson  of  the  day?  All  this  is  assuredly  excel- 
lent and  should  be  sought,  but  is  it  sufficient?  Unless 
a  scholar  is  led  to  know  Christ  intimately  as  his  Sav- 
iour and  Lord,  and  unless  Christ  becomes  so  real  in 
his  experience  that  he  will  want  to  make  him  known 
to  others,  then  we  are  failing  of  our  highest  possi- 
bilities in  our  Sunday-school  work. 

The  Sunday-school  is  of  course  the  place  for  soul- 
winning,  but  it  is  also  to  develop  Christian  character 


8  Manual  of  Missionary  Methods 

and  train  for  Christian  service.  This  will  mean  that 
whatever  else  we  accomplish  in  our  work,  we  signally 
fail  if  the  missionary  spirit  is  not  implanted  and  de- 
veloped in  the  life  of  every  scholar.  Whether  or  not 
any  of  them  actually  go  to  the  home  or  foreign  field, 
can  be  safely  left  to  the  individual's  call  of  God.  The 
teacher's  part  is  to  see  to  it  that  none  shall  fail  to 
recognize  the  Christian's  obligation  to  world-wide 
evangelization,  and  that  those  who  do  not  engage  in 
it  in  the  capacity  of  missionaries  have  as  great  an 
obligation  as  those  that  do,  and  that  they  should  have 
their  hands  upon  the  missionary  ropes  that  bind  the 
missionaries  to  the  home  church.  The  Sunday-school 
teacher  whose  aim  is  less  than  this  is,  as  the  late  B.  F. 
Jacobs  has  said,  "out  of  place." 

Questions 

1.  In  view  of  Matthew  28:20,  how  alone  must  missions  be 
regarded  by  the  church  ? 

2.  Did  Christ  make  provision  to  relieve  any  of  his  followers 
from  their  obligation  to  obedience? 

3.  To  what  causes  do  you  attribute  the  fact  that  so  large  a 
part  of  the  world  is  yet  unevangelized?  Mention  at  least 
three. 

4.  Why  are  the  non-Christian  religions  inadequate  to  meet 
the  needs  of  men  ? 

5.  What  do  you  consider  the  most  urgent  need  along  mis- 
sionary lines  in  the  Sunday-school? 


Ill 


A  Missionary   Policy  for  the    Local 
Sunday-school 
Education 

In  order  to  secure  a  Sunday-school  thoroughly  mis- 
sionary in  spirit,  a  definite  missionary  policy  is  essen- 
tial. It  must  be  comprehensive  and  adequate,  and 
should,  therefore,  include  at  least  four  things :  educa- 
tion, prayer,  giving,  and  an  effort  to  secure  missionary 
recruits.  Education  is  fundamental  and  vipon  it  rest 
all  the  other  points  of  the  policy.  If  it  is  of  the  proper 
kind  it  will  lead  to  intelligence,  interest,  prayer,  gifts, 
and  missionary  activity.  Without  it  no  strong  and 
vital  missionary  spirit  is  possible.  Put  in  another  way, 
missionary  education  is  the  key  that  will  dispel  igno- 
rance, remove  prejudice,  overcome  indifference,  arouse 
interest,  promote  investigation,  stimulate  prayer,  en- 
courage benevolence,  and  provide  missionaries.  We 
cannot  afford,  therefore,  not  to  use  it. 

Prayer 

It  is  not  sufficient,  however,  merely  to  provide  in- 
struction. It  must  be  of  such  a  character  as  to  induce 
prayer — intelligent,  dcHnite,  daily  prayer  for  the  exten- 
sion of  God's  Kingdom  in  the  world.  The  petition, 
"Thy  Kingdom  come,"  is  to  many  Sunday-school 
scholars  somewhat  indefinite,  but  it  will  assume  defi- 
niteness  the  moment  one  becomes  intelligent  as  to  the 

9 


lo  Manual  of  Missionary  Methods 

progress  of  the  Kingdom,  and  the  needs  both  at  home 
and  abroad. 

In  a  conference  of  some  thirty  or  forty  Christian 
workers,  the  question  was  asked,  "How  many  have 
prayed  to-day  for  missions?"  and  but  three  or  four 
stated  that  they  had.  The  audience  was  then  asked, 
"How  many  hav,e  offered  the  Lord's  Prayer  to-day?" 
and  nearly  all  had.  But  the  majority  had  offered  the 
petition,  "Thy  Kingdom  come,"  apparently  mechan- 
ically, and  unconscious  of  the  fact  that  they  were  pray- 
ing for  missions.  There  is  a  need,  therefore,  for  the 
development  of  definiteness  and  vitality  in  our  mis- 
sionary petitions  that  will  grip  the  heart  and  con- 
science. 

Gifts 

Information  about  missions  and  prayer  for  them  will 
naturally  lead  to  gifts.  We  cannot  pray  earnestly  for 
any  cause  without  a  desire  to  be  the  means  of  helping 
that  cause.  A  recent  editorial  in  The  Sunday  School 
Times  says : — 

"Prayer  is  a  challenge  of  our  honesty  of  purpose. 
It  demands  of  us  proof  that  we  are  ready  to  co-operate 
with  God  in  effecting  the  end  we  say  we  desire.  A 
small  boy  came  into  his  father's  room  one  morning 
with  his  purse  in  his  hand,  counting  his  money. 
'What  are  you  going  to  do  with  all  that  money, 
little  man?'  asked  his  father. 

"  T  am  going  to  spend  it  at  the  fair  to-day,'  replied 
the  little  boy,  referring  to  a  carnival  for  the  benefit  of 
the  local  hospital. 

"  T  think  if  I  were  you,'  the  father  said,  T  would 


For  Sunday-school   Workers  II 

put  some  of  that  money  in  my  missionary  bank  before 
going  to  the  fair.  You  will  have  a  much  happier  day.' 
The  little  boy  had  two  banks,  one  his  own  and  the  other 
his  missionary  bank,  between  which  he  was  accustomed 
to  divide  his  money. 

"  'Oh,  no,'  he  said,  *I  need  all  this  money  to  spend  at 
the  fair.' 

"  'Very  well,'  observed  the  father,  'but  let  us  kneel 
down  and  say  our  prayers  before  we  go  down  to  break- 
fast.'   So  they  knelt  down. 

"The  little  boy  was  accustomed  to  say  in  his  prayers, 
'And  bless  the  missionaries  and  the  little  children  on 
the  other  side  of  the  world.'  The  father  noticed  that 
this  petition  was  omitted,  and  he  called  his  son's  atten- 
tion to  the  fact.  The  little  fellow  resented  the  intru- 
sion, and  answered  indignantly,  'Now,  look  here, 
father,  who  is  saying  this  prayer?' 

"  'Well,  it  is  your  prayer,'  the  father  answered,  'but 
I  think  you  ought  not  to  leave  out  the  missionaries  and 
the  children  on  the  other  side  of  the  world.' 

"  'But,  father,'  said  the  boy,  'I  need  all  that 
money.' 

"  'I  didn't  say  anything  about  the  money,'  his  father 
said,  'but  I  think  you  ought  not  to  leave  the  mission- 
aries and  the  children  out  of  your  prayer.' 

"So  the  little  boy  thought  a  moment  and  had  his 
short  struggle,  and  then  prayed  as  he  was  wont  to  pray. 
When  he  had  finished,  he  rose  up  without  a  word  from 
liis  father,  and  remarked  quietly,  'I  guess  I  had  better 
put  some  of  that  money  in  my  missionary  bank.'  The 
little  unperverted  conscience  had  sounded  the  moral 


12  Mafitial  of  Missionary  Methods 

realities  of  prayer.     He  had  no  right  to  pray  when  he 
would  not  pay,  and  when  he  had  prayed,  the  honesty 
of  his  little  heart  told  him  he  must  set  about  accom- 
plishing his  prayer." 
Recruits 

A  complete  missionary  policy  in  the  Sunday-school 
calls  also  for  the  consecration  of  life,  the  best  gift  of 
all.  The  future  missionaries  are  in  the  Sunday-school 
classes  of  to-day,  and  it  is  to  the  Sunday-school,  as 
well  as  to  the  home,  that  Ave  must  look  for  that  kind 
of  missionary  instruction  that  will  produce  mission- 
aries. The  young  people  in  Sunday-school  are  in 
the  impressionable  period  of  their  lives ;  they  are  form- 
ing their  ideals  and  making  life  choices,  and  in  every 
Sunday-school,  Christianity  and  its  claims  for  life  con- 
secration should  be  urgently  presented. 

Questions 

1.  What  four  points  should  an  adequate  missionary  policy 
include? 

2.  Upon  what  one  point  of  the  policy  do  the  others  all 
depend,  and  why? 

3.  How  would  you  seek  to  develop  intelligent,  definite  prayer 
for  missions  ? 

4.  Trace  the  logical  connection  between  information,  prayer, 
and  benevolence. 

5.  How  can  benevolence  best  be  stimulated? 

6.  To  secure  a  praying,  benevolent  church  in  the  next  gen- 
eration, what  must  the  Sunday-school  of  the  present  do? 

7.  Can  the  average  school  pray  into  existence  and  provide  for 
their  equipment  and  support  one  or  more  missionaries  from  its 
members  ? 

8.  Is  there  anything  to  prevent  such  a  desirable  end,  as  far 
as  God  is  concerned?     Find  Scripture  to  show  God's  attitude. 


IV 

The   Missionary  Committee  and  its  Work 

The  term  "  Missionary  Committee  "  as  herewith  used  has  reference  to  those  persons 
in  charge  of  the  development  of  the  missionary  interests  of  the  Sunday-school. 

Need  of  a  Committee 

No  missionary  policy,  however  comprehensive,  is 
automatic.  Flesh  and  blood  must  be  back  of  it  to  make 
it  effective.  Who,  then,  shall  be  charged  with  this 
responsibility?  A  definite  somebody,  or  an  indefinite 
anybody?  Evidently  the  former,  and  with  him  or  her 
should  be  associated  others  forming  a  Missionary  Com- 
mittee or  Council.  In  most  cases  the  superintendent 
of  the  school  should  not  be  the  chairman  of  the  Mis- 
sionary Comm,ittee,  or  be  charged  with  the  development 
of  this  branch  of  the  work.  His  hands  are  already 
occupied  with  other  duties.  This  responsibility 
should  be  given  to  others  who  have  the  time,  the 
willingness,  and  the  efficiency  to  devise  such  plans 
as  can  be  most  successfully  carried  out  in  the  local 
school. 

Quality 

Great  care  should  be  exercised  in  the  selection  of 
the  committee,  that  only  those  persons  who  are  really 
efficient  are  secured.  It  is  not  absolutely  necessary 
that  they  know  very  much  about  missions  at  the  start, 
but  they  should  be  eager  to  be  informed.  A  study  of 
the  missionary  literature  and  helps  that  are  now  avail- 
able will  soon  remove  ignorance. 

It  is  essential,  however,  that  they  have  the  cause 

13 


14  Manual  of  Missionary  Methods 

of  missions  upon  their  hearts.  It  is  usually  a  very 
dangerous  experiment  to  select  disinterested  persons 
with  the  hope  of  interesting  them.  Better  that  they 
should  display  some  interest  first,  before  being  en- 
trusted with  so  great  a  responsibility  as  the  develop- 
ment of  interest  in  others. 

The  Missionary  Committee  must  have  persons  of 
enthusiasm,  and  able  to  communicate  it  to  others.  Its 
members  should  be  tactful,  not  antagonizers.  They 
should  be  persons  who  persevere.  The  valuable  asset 
of  the  bulldog  is  the  quality  of  tenacity,  his  ability  to 
hold  on  in  face  of  opposition  and  discouragement. 
The  quality  of  stick-to-it-iveness  is  what  makes  a  post- 
age stamp  useful ;  and  this  trait  or  quality  is  essential 
in  those  who  are  members  of  the  Missionary  Com- 
mittee. Persons  who  easily  lose  heart,  whose  enthu- 
siasm boils  over  like  a  geyser,  and  whose  brilliancy 
flashes  like  a  meteor,  are  interesting,  but  useless  on  the 
Missionary  Committee.  Originality,  and  ability  to 
set  others  to  work,  are  additional  desirable  qualities. 
Summing  up,  then,  the  Missionary  Committee  should 
be  composed  of  "missionaryites,"  persons  who  are  in- 
telligent, interested,  enthusiastic,  tactful,  persevering, 
original,  and  able  to  lead  others.  All  of  these  quali- 
ties may  not  be  possessed  by  every  member  of  the 
committee  at  the  start.  A  beginning  should  be  made 
with  the  best  people  available. 

Number 

The  number  on  the  committee  will  vary  according 
to  the   size   of  the  school   and  the  amount  of  work 


For  Sunday-school  \  I  'orkcrs  1 5 

planned.  Large  schools  having  well-equipped  depart- 
ments should  have  a  representative  from  each  de- 
partment. In  smaller  schools  there  should  be  at 
least  three  members. 

Relation  to  Other  Missionary  Organizations  of  the  Church 

The  whole  missionary  work  of  the  church  should  be 
well  organized  and  properly  correlated,  so  that  each 
organization  is  in  close  touch  with  the  work  of  the 
others  and  under  the  general  supervision  of  the  pastor 
ajad  church  officers.  Some  churches  have  a  church 
Missionary  Committee  or  Council,  composed  of  a  rep- 
resentative from  each  one  of  the  missionary  organiza- 
tions, and  of  course  the  Sunday-school  Missionary 
Committee  should  be  represented  on  this  church  com- 
mittee or  council. 

Selection  and  Appointment 

Those  who  have  the  matter  at  heart,  in  consultation 
with  the  pastor  and  superintendent,  should  unite  in 
the  selection  of  the  committee,  recommending  them  for 
appointment.  Then  they  should  be  appointed  by  the 
superintendent  or  in  the  same  manner  as  are  the  other 
committees,  so  that  all  may  recognize  that  the  Mis- 
sionary Committee  is  not  imposed  upon  the  school, 
but  is  necessary  to  the  carrying  out  of  an  essential 
and  accredited  part  of  the  school's  work. 

Securing  the  School's  Adoption  of  Plans 

After  the  committee  has  been  appointed  and  has 
outlined  its  plans,  these  should  be  submitted  to  the 
officers  and  teachers  for  adoption.     Such  action  carries 


1 6  Mamial  of  Missionary  Methods 

with  it  the  united  co-operation  of  every  teacher  in 
making  the  plans  effective.  The  missionary  poHcy  be- 
comes then  not  merely  the  policy  of  the  Missionary 
Committee,  but  of  the  school. 

Duties  of  the  Committee  as  a  Whole 

As  to  the  duties  of  the  committee  as  a  whole,  the 
most  important  are  : — 

1.  To  outline  a  comprehensive  missionary  policy. 
This  should  include  education,  prayer,  giving,  an  effort 
to  secure  missionary  recruits.  Each  one  of  these  topics 
is  given  special  treatment  in  the  following  chapters  of 
this  manual. 

2.  To  plan  feasible  methods  for  making  the  above 
policy  eifective,  and  thus  develop  the  missionary  spirit. 
See  suggestions  in  the  chapters  treating  the  topics 
above  mentioned. 

3.  To  plan  the  special  program  or  exercises  for 
each  Missionary  SiDiday. 

4.  To  provide  thorough  missionary  training  for  the 
teachers,  that  they  may  be  fitted  to  do  effective  work 
in  their  classes. 

Duties  of  Individual  Members 

To  individual  members  of  the  committee,  certain 
specific  duties  should  be  assigned. 

One  should  develop  the  spirit  of  prayer,  securing 
missionary  intercessors,  through  the  use  of  the  denomi- 
national or  other  prayer  cycle,  and  by  suggesting 
other  definite  topics  from  time  to  time. 

Another  should  have  charge  of  missionary  benevo- 


For  Sunday-school   Workers  ly 

lence,  seeking  to  secure  proportionate  and  systematic 
giving  from  every  member  of  tiie  school.  *  Care  should 
be  taken  to  present  such  objects  as  would  appeal  to 
the  natural  interests  of  the  pupils  of  the  various  grades. 

Another  member  should  have  charge  of  the  mission- 
ary library,  working  in  conjunction  with  the  librarian 
of  the  school.  This  person  should  see  to  it  that  not 
merely  the  newest  and  most  interesting  books  are  se- 
cured for  the  various  grades,  but  that  they  are  cir- 
culated and  read.  He  should  also  obtain  from  the 
denominational  Mission  Boards  suitable  leaflets  for 
distribution  to  the  scholars,  and  should  secure  sub- 
scriptions to  the  missionary  magazines. 

Another  member  of  the  committee  should  have 
charge  of  the  making  of  wall  charts  and  maps  and  of 
suitable  blackboard  work. 

Still  another  should  be  responsible  for  posting  on  the 
bulletin-board  brief  and  interesting  items,  whether  from 
the  daily  or  religious  press.  Attention  to  these  items 
should  be  called  by  placing  over  them  some  striking 
headlines.  The  bulletin  board  is  one  of  the  most  valua- 
ble means  of  disseminating  missionary  information. 

Another  member  of  the  committee  may  have  charge 
of  the  constructive  work  which  the  scholars  of  the 
younger  grades  will  be  glad  to  do.  This  would  in- 
clude the  use  of  the  sand-table,  the  illustrating  of  mis- 
sionary hymns,  the  making  of  scrap-books,  or  of  other 
articles  that  would  illustrate  the  course  of  lessons,  as 
well  as  the  making  of  quilts,  the  dressing  of  dolls, 
etc.,  for  gifts  to  be  sent  to  the  home  and  foreign  mission 
fields. 


1 8  Manual  of  Missionary  Methods 

A  number  of  these  suggested  activities  may  be 
looked  after  by  the  same  individual,  especially  when 
the  committee  is  composed  of  but  three  members. 

Relation  to  Officers  of  the  School 

In  the  prosecutionof  itswork,thecommittee  should 
efilist  the  co-operation  of  the  regularly  appointed  officers  of 
the  school,  ivorking  through  them  ivherever  possible. 

Meetings  of  the  Committee 

These  should  be  held  as  frequently  as  occasion  may 
demand,  ordinarily  at  least  monthly. 

Reports 

It  is  extremely  important  that  brief  written  reports 
of  the  work  done  or  contemplated  by  the  com- 
mittee should  be  rendered  each  month  at  the  teach- 
ers'-meeting.  Without  this  monthly  survey  some 
Missionary  Committees  might  grow  weary  in  well 
doing.  The  fact,  however,  that  there  is  expected  a 
monthly  account  of  what  has  been  done  will  prove 
an  incentive  to  fidelity. 

Questions 

1.  What  qualities  do  you  consider  the  most  important  for 
the  members  of  the  Missionary  Committee  to  possess  ? 

2.  What  general  rule  should  guide  in  the  number  that  should 
compose  the  Committee  ? 

3.  What  relation  should  the  Sunday-school  Missionary  Com- 
mittee bear  to  the  other  missionary  organizations  of  the 
church? 

4.  How  should  the  Missionary  Committee  be  selected  and 
by  whom  appointed? 


For  Sunday-school   Workers  19 

5.  Why  should  the  Committee  secure  the  adoption  of  its 
policy  by  all  the  officers  and  teachers  of  the  school? 

6.  What  are  the  most  important  duties  of  the  Committee  as 
a  whole? 

7.  Of  the  special  work  of  the  Committee  to  be  carried  on  by 
individual  members,  which  do  you  consider  the  most  impor- 
tant ?     Why  ? 

8.  What  is  to  be  gained  by  working  through  the  regularly 
appointed  officers  of  the  school  ? 


V 

Methods  of  Instruction 

The  first  point  of  the  missionary  poHcy  for  the  Sun- 
day-school concerns  education.  As  has  already  been 
pointed  out,  it  is  the  foundation  stone  on  which  all 
else  rests,  and,  without  it,  there  can  be  no  intelligent 
or  fervent  prayer,  no  intelligent  and  increasing 
giving,  and  no  consecration  of  life  to  missionary 
service.     Education  along  missionary  lines  is  vital. 

The  method  to  be  employed  will  depend  largely  on 
the  local  needs  and  conditions  of  each  school.  No  one 
method  of  instruction  should  be  universally  employed, 
nor  can  it  be.  The  method  that  works  successfully 
at  one  time  may  be  superseded  by  another  at  a  later 
time  in  the  same  school ;  and  the  method  that  seems 
well  adapted  to  one  school  might  be  ill  adapted  to 
another. 

Four  Methods 

There  are,  in  brief,  four  general  methods  of  instruc- 
tion : — 

I.  Interpretative. — That  is,  giving  its  natural  mis- 
sionary interpretation  to  a  Bible  passage  which  is 
clearly  missionary  in  content.  The  Bible  is  a  mission- 
ary book,  and  therein  are  found  the  missionary  prin- 
ciples in  which  every  school  must  be  thoroughly 
grounded.     "The  great  commission,"  "the  feeding  of 

20 


For  Sunday-school  Workers  21 

the  five  thousand,"  and  other  passages,  clearly  state 
the  divine  purpose  regarding  the  preaching  of  the 
gospel  and  the  extension  of  the  Kingdom  in  the  world. 
These  truths  should  be  faithfully  taught  as  the  warrant 
for  missionary  service. 

2.  Illtistrafk'c. — By  this  method  one  uses  missionary 
incidents  and  stories  to  illustrate  the  regular  Bible 
lesson  of  the  day.  This  can  be  done  by  the  teachers 
in  their  classes  most  successfully,  and  also  by  the 
superintendent  from  the  desk  when  reviewing  the 
lesson.  Material  may  be  gathered  from  current  mis- 
sionary literature,  magazines,  the  various  denomina- 
tional papers,  and  from  missionary  books.  The  Mis- 
sionary Review  of  the  World  is  especially  valuable 
for  this  purpose.  The  Record  of  Christian  Work  has 
a  "Monthly  Missionary  Survey/'  and  The  Sunday 
School  Times  suggests  the  "missionary  meaning"  of 
each  regular  International  lesson. 

3.  Supplemental. — This  plan  makes  the  missionary 
lesson  supplemental  to  the  Bible  lesson  of  the  day, 
in  no  sense  displacing  it.  Some  schools  have  a  reg- 
ular course  in  supplemental  work,  including  Bible  his- 
tory, Bible  geograph}^  the  structure  and  contents  of 
the  Bible,  church  history,  missions,  etc.  Ten  to  fifteen 
minutes  a  Sunday  are  given  in  the  class  work  to  some 
one  of  the  above  subjects,  and  mission  study  thus  comes 
in  for  its  share,  usually  once  a  month,  or  on  ten  or 
twelve  consecutive  Sundays,  as  may  be  preferred. 
Sufficient  time  is  secured  for  the  supplemental  work 
by  adhering  strictly  to  a  time  schedule,  allowing  ten 
or  fifteen  minutes  for  opening  exercises,  ten  or  fifteen 


22  Manual  of  Missionary  Methods 

minutes  for  the  supplemental  work,  thirty  minutes  for 
the  Bible  lesson, andtenor  fifteen  minutes  for  closing 
exercises,  according  to  the  length  of  the  school  session, 
whether  one  hour  or  one  hour  and  a  quarter.  This 
supplemental  work  is  in  some  schools  done  in  the 
classes,  in  others  given  from  the  desk,  and  in 
both  cases  should  precede  the  study  of  the  Bible  lesson 
in  the  classes. 

4.  Substitutional. — A  fourth  method  of  giving  in- 
struction substitutes  a  missionary  lesson  for  the  regular 
lesson  of  the  day.  This  plan  is  followed  by  some 
schools  once  a  quarter ;  on  review  Sunday,  or  some 
other,  a  special  missionary  program  or  lesson  being 
used.  Other  schools  for  a  stated  period,  for  six  or 
eight  consecutive  Sundays,  have  pursued  the  study  of 
a  text-book.  The  Brown  Memorial  Presbyterian 
School,  Baltimore,  in  a  study  of  immigration,  made 
use  of  "Aliens  or  Americans"  for  the  older  classes 
and  "Coming  Americans"  for  the  younger  scholars, 
with  most  excellent  results. 

For  the  teachers  a  small  pamphlet  was  issued,  con- 
taining suggestions  and  showing  the  connection  be- 
tween the  Scripture  lessons  and  the  lessons  in  the  text- 
books. Leafletswere  prepared  for  the  scholars  of  the 
various  grades,  giving  titles  and  golden  texts  to  accom- 
pany the  missionary  lessons.  To  quote  from  the 
Teachers'  Pamphlet :  "The  Scripture  lessons  and  sup- 
plemental readings  have  been  chosen  to  present  a 
course  in  missions.  The  Bible  is  the  great  text-book 
of  missions.  Missionary  instruction  is  a  part  of  the 
child's    religious    education,    for    which    the    Sunday- 


For  Sunday-school   Workers  23 

school  exists.  We  must  make  a  vital  connection  between 
the  Scripture  teaching-  and  the  practical  activities 
which  we  try  to  suggest  in  the  study  of  immigration 
conditions.  The  Scripture  passages  may  be  taught  as 
a  text  at  the  beginning  of  the  lesson  or  as  a  clinching 
truth  at  the  end.     The  selections  are : — 

"The  Great  Commission  (Matt.  28:16-20;  Mark  16:14-20). 

'The  Beginning  of  Gentile  Christianity  (Acts  10:34-44). 

"The  Call  of  the  First  Apostles  (Matt.  4:18-25). 

"A  Missionary  Chapter,  from  the  Missionary  Paul  (Ephe- 
sians,  second  chapter). 

"A  Prophecy  of  the  Kingdom,  from  Isaiah  (Isaiah  60:1-5 
and  19-22). 

"Two  Great  Missionary  Parables  of  Christ  (Matt.  13:31-33). 

"Christ's  Own  Vision  of  the  Need  (Matt.  9:35-10:1). 

"A  Challenge  to  Service,  from  Joshua  (Joshua  i  :i-9)." 

The  following  are  the  suggestions  given  for  one  of 
the  lessons : — 

Lesson :  The  Call  of  the  First  Apostles  (Matt.  4  :  18-25). 
Supplementary  Reading:     Acts  26:1-23. 

Golden  Text  :  "Follow  me,  and  I  will  make  you  fishers  of 
men.  And  they  straightway  left  their  nets,  and  followed  him" 
(Matt.  4:19,  20). 

"Coming  Americans,"  Chapter  II,  "Uncle  Sam  takes  hold." — 
Show  how  certain  definite  missionaries  at  the  ports  of  entry 
are  fishers  of  men ;  as,  for  instance.  Pastor  Vanek,  or  Sister 
Bozenka  Yursik.  The  reality  of  a  story  which  is  "all  true" 
appeals  to  children  of  the  junior  age. 

Tell  how  largely  the  Christmas  entertainment  of  the  Henry 
Watson  Children's  Aid  Society,  the  Newsboys'  Christmas  Eve 
Supper,  the  Salvation  Army  Christmas  Dinners,  etc.,  apply 
to  foreign  children  in  Baltimore.  To  make  this  chapter  vivid, 
use  some  device;  for  example,  let  each  child  in  class  pretend 


24  Manual  of  JSIissionary  Methods 

he  is  an  immigrant  child,  arriving  at  the  port,  describing  the 
home  country  from  which  he  came,  his  hopes  of  America,  etc. 
If  possible,  go  to  the  entry  place  at  Locust  Point  or  Ellis 
Island,  and  have  some  fresh  description  of  new  immigrants 
given  by  yourself  or  some  member  of  the  class. 

"Aliens,  or  Americans?"  Chapter  III. — "Legislation  and 
Distribution."  Show  how  our  call  to  apostleship  makes  us 
approach  these  national  problems  in  the  missionary  spirit.  If 
you  have  not  been  on  an  ocean  steamer,  or  at  any  immigrant 
dock,  read  "Imported  Americans,"  by  Broughton  Brandenburg, 
for  a  description  of  the  steerage  and  landing. 

At  the  end  of  the  pamphlet  is  given  a  Hst  of  valuable 
reference  books. 

During  the  two  months  of  the  course  the  teachers 
met  each  week  under  competent  leadership  to  discuss 
the  lesson  for  the  following  Sunday.  A  special  com- 
mittee selected  hymns  suitable  for  each  lesson.  A 
committee  of  scholars  scanned  the  papers  and  maga- 
zines for  clippings  on  immigration,  to  be  posted  on  a 
bulletin-board.  Each  Sunday,  in  addition  to  the  work 
in  the  classes,  there  was  a  brief  talk  from  the  desk  on 
the  day's  topic  by  soma  one  especially  appointed  for 
the  purpose.  Charts  and  maps  were  hung  around  the 
room.  Class  scrap-books  were  prepared  by  the 
scholars. 

The  interest  throughout  the  course  was  kept  up  to 
a  high  point  and  the  emphasis  was  placed  always  on 
the  necessity  of  bringing  the  immigrants  to  Christ. 
The  playground  work,  settlements  and  free  kinder- 
gartens, supported  and  manned  by  member?  of  the 
Brown  Memorial  Church,  were  held  up  to  the  scholars 
as  practical  forms  of  Christian  work  with  which  to 


For  Sunday-school  Workers  25 

help  the  foreigners.  The  Children's  Club  and  Girls' 
Club,  formed  largely  from  the  members  of  the  Sunday- 
school,  did  a  fine  work.  Both  superintendent  and 
teachers  regard  the  course  as  highly  beneficial, 
creating  a  strong  missionary  atmosphere  in  the 
church  and  parish. 

The  substitutional  method  has  also  been  successfully 
employed  with  "Uganda's  White  Man  of  Work"  and 
"The  Life  of  John  G.  Paton"  in  Intermediate  classes, 
and  with  "The  Challenge  of  the  City"  in  adult  classes. 
This  method  is  used  as  an  application  of  Bible  prin- 
ciples and  teachings  to  present-day  conditions,  life,  and 
duty.  The  study  of  missions  is  essentially  an  exercise 
that  promotes  spiritual  growth  and  development,  and 
deals  with  the  workings  and  activities  of  the  Spirit  of 
God,  whether  that  record  is  found  in  apostolic  or  mod- 
ern missions.  That  which  ministers  to  the  spiritual 
development  of  the  child,  by  illustrating  in  modern 
life  biblical  principles,  has  a  rightful  and  necessary 
place  in  the  Sunday-school  curriculum. 

Relative  Value  of  Class  and  Platform  Instruction 

It  has  already  been  intimated  that  instruction  may 
be  given  either  from  the  platform  or .  in  the  class. 
In  the  former  case,  the  information  is  given  by  one 
or  more  persons,  according  as  it  is  in  the  form  of  an 
address,  a  drill,  questions,  an  exercise,  etc.  The  class 
instruction  is  given  at  close  range  to  the  pupils,  who 
have  had  in  advance  assigned  work  which  they  are 
expected  to  prepare. 

Evidentlythislattermethod  is  to  be  preferred  from 


26  Mamial  of  Missionary  Methods 

the  educational  standpoint,  because  it  calls  forth  the 
mental  activity  of  every  member  of  the  school,  and  each 
one  profits  by  the  amount  of  effort  expended.  The 
address  or  exercise  from  the  platform  may  be  interest- 
ing and  profitable,  but  provides  less  mental  stimulus 
for  the  school  at  large  than  a  method  requiring  per- 
sonal preparation  on  the  part  of  every  scholar. 

The  Simplest  Method  with  which  to  Begin 

The  simplest  way  to  begin,  however,  is  by  introduc- 
ing the  missionary  idea  into  the  school's  worship.  This 
requires  no  extra  time,  but  simply  utilizes  the  regular 
period  of  the  opening  exercises.  Every  Sunday-school 
in  these  exercises  uses  prayer,  hymns  and  Scripture. 
Most  appropriately  from  time  to  time  a  definite  mis- 
sionary petition  should  be  offered,  hymns  and  Scripture 
of  missionary  significance  made  use  of.  If  the  mis- 
sionary idea  is  presented  in  this  natural  normal  way 
the  scholars  will  soon  begin  to  realize  that  the  very 
essence  of  the  gospel  is  missions.  Missionary  mottoes, 
charts  and  pictures  may  also  be  placed  on  the  walls 
and  aid  greatly  in  creating  a  missionary  atmosphere. 
In  addition  to  the  above  the  superintendent,  pastor, 
member  of  the  missionary  committee,  or  some  other 
competent  person,  may  from  the  platform  tell  a  mis- 
sionary incident  or  story,  or  may  give  a  map  drill,  famil- 
iarizing the  school  with  the  location  of  its  denomina- 
tional as  well  as  with,  world-wide  missions.  He  may 
make  use  of  curios,  charts,  pictures,  etc.,  as  facts  pre- 
sented to  the  eye  as  well  as  the  ear  make  a  far  deeper 
impression.    An  occasional  stereopticon  lecture  is  also 


For  Sunday-school  Woj-kcj's  27 

a  valuable  means  of  instruction,  and  might  be  given 
some  evening  during  the  week.  A  speaker  from  out- 
side, to  give  a  special  missionary  address,  might  be 
secured  once  in  a  while,  but  it  is  far  better  to  develop 
the  workers  in  the  local  school  than  to  depend  on 
persons  from  outside.  There  are  special  exercises  in 
which  one  or  more  scholars  may  have  part  from  the 
platform.  "The  IMissionary  Speaker,"  containing  250 
selections  suitable  for  readings  and  recitations  and 
adapted  for  the  various  grades,  is  excellent  for  this  pur- 
pose. Other  books  of  similar  nature  may  be  secured 
from  the  denominational  Boards.  "Missionary  Pro- 
grams, No.  2,  has  six  large  pictures,  25  x  30  inches,  for 
platform  use,  with  accompanying  descriptive  material. 
There  are  three  home  topics,  "Indians  and  the  Type- 
writer," "Boys  of  the  Street,"  "A  Rag  Picker's  Home;" 
and  three  foreign,  "The  Dog  That  Preached  a  Mission- 
ary Sermon,"  Burma ;  "A  Missionary  at  a  Wayside 
Shrine,"  Japan ;  "A  Chinese  Student,"  China. 

Number  3  also  contains  six  large  pictures,  as  does 
No.  2.  The  home  mission  topics  are,  "How  the  Sea 
Otter  Helped  to  Bring  the  Gospel  to  the  Great  North- 
west," "A  Cabin  Home  in  the  Mountains,"  "Why  the 
Immigrants  Come" ;  the  foreign  mission  topics  are, 
"Kim  Chang  Sik,  the  First  Christian  Preacher  in 
Korea,"  "Mohammedan  Women,"  "John  G.  Paton, 
Missionary  to  the  New  Hebrides." 

All  of  the  above  can  be  obtained  from  the  de- 
nominational Boards.  "Talks  on  Africa"  contains  six 
splendid  outlines,  together  with  illustrations  for  the 
blackboard   and    appropriate    recitations.      It   can   be 


28  Manual  of  Missionary  JMcthods 

secured  from  the  Foreign  Missions  Library,  156  Fifth 
Avenue,  New  York,  for  25  cents  each. 

While  instruction  from  the  platform  is  an  excellent 
way  to  introduce  missionary  information  to  the  Sun- 
day-school, yet  it  should  not  continue  to  be  the  only 
means  employed,  but  instruction  in  the  classes  should 
be  given  as  well,  so  that  on  Missionary  Sunday  every 
member  of  the  school  will  have  made  preparation  and 
thus  receive  the  benefit  that  can  come  only  as  a  result 
of  personal  efifort. 

A  combination  of  platform  instruction  with  that 
given  in  the  class  is  very  desirable.  The  former  sup- 
plements the  latter  admirably,  particularly  if  in  the 
closing  exercises  of  the  school  on  missionary  Sunday 
emphasis  is  laid  upon  some  special  teaching  brought 
out  in  the  classes.     (See  Chapter  XV.) 

Questions 

1.  What  are  the  four  general  methods  of  missionary  instruc- 
tion? 

2.  Which  is  logically  first?     Why  is  this  method  necessary? 

3.  Which  is  the  simplest  one  for  a  teacher  to  employ  every 
Sunday? 

4.  Which  method  seems  best  adapted  to  the  needs  of  your 
own  school  ? 

5.  Which  method  do  you  consider  the  best,  educationally, 
and  why? 

6.  In  what  ways  can  missionary  instruction  be  given  from 
the  platform? 

7.  Give  at  least  three  reasons  why  class  instruction  is  pref- 
erable to  that  given  from  the  platform? 

8.  What  advantage  is  there  in  combining  the  two? 

9.  What  is  the  simplest  way  to  begin  missionary  instruction? 


VI 

Overcoming  Difficulties 

Although  the  need  of  some  form  of  systematic  mis- 
sionary instruction  in  the  Sunday-school  may  be  ad- 
mitted, there  are,  however,  in  the  minds  of  some,  what 
seem  to  them  very  practical  difficulties.  There  are 
but  two  things  to  do  with  difficulties :  face  them,  and 
master  them. 

First  Difficulty. — Lack  of  Time 

It  is  said  that  the  Sunday-school  session  is  already 
so  full  that  it  is  next  to  impossible  to  crowd  anything 
else  into  it,  and  that  there  is  no  time  for  missionary 
instruction.  It  will,  of  course,  depend  upon  what 
form  of  instruction  is  chosen  as  to  how  the  difficulty 
is  to  be  met.  If  the  plan  of  giving  the  instruction 
from  the  desk  is  used,  five  minutes  can  certainly  be 
found  each  Sunday  in  any  well-regulated  school  for 
this  purpose.  The  opening  or  closing  exercises  can 
be  shortened  five  minutes  to  make  this  possible.  Suffi- 
cient time  can  readily  be  secured  by  omitting  one 
hymn  altogether,  or  by  singing  fewer  stanzas  of  one 
or  two  of  the  hymns.  If  the  illustrative  method  is  used 
in  the  classes,  the  instruction  will  be  given  during  the 
regular  lesson  period. 

If  the  instruction  is  to  be  given  aS  supplemental 
work  in  the  classes,  then  in  case  the  school  session 

29 


30  Ma  mi  a  I  of  Missionary  Methods 

is  one  hour  in  lcng"th,  ten  minutes  can  be  given  to  the 
opening  exercises,  ten  minutes  to  the  missionary  lesson, 
thirty  minutes  for  the  Bible  lesson  and  ten  minutes  for 
the  closing  exercises.  If  the  session  is  one  hour  and  a 
quarter  in  length,  fifteen  minutes  can  be  devoted  to  the 
opening  exercises,  fifteen  minutes  to  the  missionary 
lesson  or  other  supplemental  work  as  it  comes  in  the 
regular  curriculum  of  the  school,  thirty  minutes  for 
the  Bible  lesson,  and  fifteen  minutes  to  closing  exer- 
cises. Some  schools  prefer  a  missionary  program 
once  a  month,  conducted  in  the  time  usually  devoted 
to  the  regular  opening  and  closing  exercises.  Still 
others  have  a  missionary  program  once  a  quarter, 
devoting  the  whole  session  to  it. 

The  question  of  lack  of  time  is  no  insuperable  ob- 
jection to  any  school  that  really  wishes  to  provide  mis- 
sionary instruction.  The  school  that  runs  on  schedule 
time  can  easily  accomplish  it.  Other  schools  should 
adopt  at  once  strict  punctualitv  as  to  opening  and 
closing  and  the  conduct  of  the  whole  program ; 
and  it  will  at  once  become  manifest  how  perfectly  easy 
and  possible  it  is  to  accomplish  much  more  in  the 
given  time  of  the  school  session  than  was  ever  possible 
without  system  and  pvmctuality. 

Second  Difficulty.— The  Bible  Should  be  the  Sole  Text-Book 
of  the  Sunday-school,  and  Nothing  Else  Should  be 
Introduced. 

While  the  Bible  must  always  be  the  chief  text-book 
oT  the  Sunday-school,  yet  for  the  better  grasping  of  its 
truths  and  for  the  illustration  of  its  teachings  we  must 


For  Sunday-scJiool   Workers  3 1 

have  in  addition  other  text-books  and  manuals  which 
will  present  its  doctrines  and  principles,  its  history 
and  geography,  in  systematic  form.  Missionary  study 
docs  not  displace  the  Bible;  it  simply  centers  attention 
on  one  of  its  most  important  teachings,  and  illustrates 
it  with  striking  facts.  Says  Dr.  Forbush  in  a  recent 
article:  "Missions  are  not  a  substitute  for,  but  an  ex- 
tension of,  the  Bible.  The  Bible  is  chiefly  a  book  of 
biography,  and  missions  are  an  extension  of  Bible 
biography.  They  are  the  continuation  of  the  book  of 
Acts.  T  never  knew  the  Bible  until  I  knew  Judson,' 
said  one." 

Third  Difficulty. — Lack  of  Material  for  Use 

The  question  that  rises  as  a  real  difficulty  with  some 
concerns  the  proper  material  for  use.  This  was  indeed 
a  difficulty  some  years  ago,  but  no  longer  is  this  the 
case.  At  the  present  time  there  is  an  increasing  amount 
of  material  for  instruction  in  all  grades,  from  the 
Primary  up.  (See  Appendix  B.)  Much  of  it  is  unde- 
nominational in  character,  and  can  be  readily  used  in 
any  school.  Full  suggestions  regarding  it  are  given  in 
Chapter  VHI.  Inquiries  should  also  be  made  of  one's 
own  denominational  Mission  Boards. 

Fourth  Difficulty. — Expense  of  Proper  Equipment 

This  seems  a  very  practical  difficulty  in  some  schools. 
There  are  few  churches  who  will  not  respond  to  a  just 
appeal  for  financial  help  for  the  Sunday-school  if  it 
is  made  clear  that  the  school  has  an  educational  ideal, 
and,  in  order  to  meet  it,  requires  proper  equipment. 


32  Manual  of  Missionary  Methods 

Such  an  equipment  is  a  g^reater  necessity  even  than 
the  sexton.  Parents  provide  for  the  secular  education 
of  their  children,  and,  as  members  of  the  church,  should 
be  willing  to  supply  the  necessary  funds  for  the 
adequate  equipment  of  the  Sunday-school.  In  some 
churches  the  congregation  knows  very  little  about  the 
actual  work  that  is  being  conducted  in  the  Sunday- 
school,  and  there  is  need  for  a  closer  intimacy.  At 
least  annually  an  accurate  statement  should  be  made 
to  a  congregational  meeting  as  to  just  what  the 
Sunday-school  is  doing,  its  courses  of  study,  the 
effectiveness  of  its  teaching  force,  its  growth  and 
influence  in  the  community,  and  the  amount  of 
money  required  for  its  maintenance.  When  the 
congregation  realizes  that  the  school  is  being 
conducted  along  effective  lines,  employing  approved 
educational  methods,  sufficient  financial  support 
will  be  recognized  as  a  positive  necessity.  If 
a  school  supports  itself  without  aid  from  the 
church,  it  is  equally  important  that  at  least  an 
annual  statement  should  be  made  to  the  congregation 
of  its  aims  and  activities,  and  if  additional  money  is 
needed  for  missionary  equipment,  the  congregation 
should  be  given  the  opportunity  to  provide  it.  If  this 
is  impracticable,  probably  the  school  itself  by  an  extra 
effort  could  meet  any  demands  of  the  Missionary 
Committee ;  but  the  church  should  be  first  to  realize 
its  obligation  in  the  matter.  The  expense  need  be  very 
little  to  begin  with.  Information  concerning  equip- 
ment and  a  selected  list  of  missionary  books  will  be 
found  in  Appendices  B  and  C. 


For  Sunday-school   Workers  33 

Fifth  Difficulty. — Lack  of  Properly  Qualified  Teachers 

This  difificulty  is  best  met  by  providing  a  normal 
class  for  missionary  instruction  under  properly  qualihed 
leadership.  Persons  who  have  had  experience  in  mis- 
sion study  classes  make  good  missionary  teachers  in 
the  Sunday-school.  A  Philadelphia  school  has  inau- 
gurated the  plan  of  gathering  its  teachers  at  the  close 
of  the  Sunday-school  session,  once  a  month,  for  a 
thorough  study  of  the  missionary  topics  to  be  taught 
in  the  classes  the  following  month.  A  New  York 
school,  w^here  only  a  monthly  teachers'-meeting  was 
possible,  had  a  preview  of  the  succeeding  month's 
missionary  lessons  given  by  one  of  the  members  of 
the  Missionary  Committee.  In  this  particular  school 
the  method  of  missionary  instruction  was  supple- 
mental class  work  for  ten  consecutive  Sundays. 

If  the  missionary  instruction  is  given  in  the  class, 
it  is  of  vital  importance  that  the  teachers  should  be 
qualified  for  their  work,  "for,"  as  has  been  truly  said, 
"whatever  is  to  be  taught  the  scholars  must  first  be 
put  in  the  teachers."  One  of  the  most  important 
duties  of  the  Missionary  Committee,  therefore,  is  to 
provide  for  the  missionary  training  of  the  teachers. 
It  will  be  found  of  inestimable  advantage,  in  addition 
to  preparation  for  the  teaching  of  specific  lessons, 
to  provide  general  missionary  literature  for  the 
teachers'  use.  An  acquaintance  with  interesting  mis- 
sionary books  will  give  a  fund  of  information  to  an)' 
teacher  that  will  be  simply  invaluable.  For  suggested 
books  see  Appendix  C. 


34  Manual  of  Missionary  Methods 

Questions 

1.  Are  difficulties  to  master  us  or  to  be  mastered? 

2.  What  qualities  of  diaracter  arc  needed  to  master  them? 
Mention  at  least  three. 

3.  What  seem  to  you  the  chief  difficulties,  if  any,  that  need 
to  be  overcome  regarding  the  development  of  missions  in  your 
Sunday-school  ? 

4.  What  relation  do  modern  missions  bear  to  the  book  of 
Acts? 

5.  Why  should  the  church  support,  wholly  or  in  part,  its 
own  Sunday-school?     Give  three  reasons. 

6.  What  advantages  are  to  be  secured  by  bringing  at  least  an 
annual  report  of  the  condition  of  the  Sunday-school'  to  the 
attention  of  the  congregation  ? 

7.  What  do  you  consider  the  best  method  of  securing  efficient 
teachers  of  missions  in  the  Sunday-school  ? 


VII 
Securing  the  Superintendent's  Co-operation 

The  Non-Missionary   School 

It  has  been  well  said  that  "every  great  reform  was 
once  the  idea  of  an  individual."  Before  there  can  be 
missionary  interest  in  any  Sunday-school  some  indi- 
vidual must  see  the  need  and  attempt  to  meet  it.  One 
individual  on  fire  for  missions  will  sooner  or  later 
enkindle  others.  It  may  happen  that  there  is  altogether 
a  non-missionary  atmosphere  in  the  school.  There  may 
never  have  been  any  systematic  missionary  instruction. 
The  sole  missionary  information  has  been  given  by  an 
occasional  missionary  or  missionary  speaker.  Some 
spasmodic  contributions  may  have  been  made  with 
more  or  less  regularity,  but  when  they  were  sent  off, 
all  obligation  to  the  missionary  cause  was  dismissed 
from  the  mind.  This  is  the  situation  the  sole  mission- 
ary enthusiast  may  happen  to  face  in  certain  localities, 
and  perhaps  in  addition  an  apathetic  pastor,  an  indiffer- 
ent and  non-progressive  superintendent,  and — "like 
priest  like  people" — indifferent  apathetic  teachers. 

The  Non-Missionary  Superintendent 

The  first  thing  to  do  is  to  secure  the  co-operation 
of  the  superintendent  and  his  promotion  of  the  mis- 
sionary idea.  If  he  is  not  particularly  interested  in 
missions,  it  may  not  be  altogether  his  fault.    He  doubt- 

35 


36  Manual  of  Missionary  Methods 

less  grew  up  in  a  Sunday-school  where  missionary  in- 
struction was  unknown,  and  so  he  does  not  know  any- 
thing about  missions  except  what  he  has  read  in  the 
book  of  Acts ;  and  it  has  never  occurred  to  him  to 
relate  the  modern  missionary  movement  to  the  work 
of  apostolic  days.  His  time  is  so  occupied  that  he 
has  given  little  attention  to  specific  missionary  instruc- 
tion in  the  school.  Perhaps  he  and  the  school  have 
gotten  in  a  rut.  Now  a  rut  is  fatal  to  progress.  Some 
one  has  defined  it  as  a  grave  with  both  ends  knocked 
out.  It  is  the  abiding  place  of  that  superintendent  and 
school  who  are  opposed  to  progress.  Eventually  the 
rut  will  form  a  grave  and  enclose  both  school  and 
superintendent.  Better,  however,  bury  the  superintend- 
ent than  the  school.  But  better  still  is  it  to  arouse 
the  superintendent  so  that  he  will  be  the  active  helper, 
if  not  the  leader,  of  the  missionary  movement  in  the 
Sunday-school. 

Some  Suggestions 

But  how  to  do  it,  is  the  question.  "Advance  on  your 
knees,"  was  Neesima's  motto  and  a  good  one.  Pray 
that  the  superintendent  may  be  favorably  inclined, 
and  then  seek  an  interview  with  him,  laying  before 
him  the  burden  that  is  on  your  heart  and  conscience, 
that  somehow,  some  way,  the  question  of  missions  and 
the  obligation  of  your  school  to  the  non-Christian 
world  should  be  adequately  met.  Ask  for  suggestions 
from  him,  rather  than  make  any  of  your  own  at  first. 
Seek  to  draw  him  out  rather  than  to  impose  upon  him 
somepreconceivedplan  of  yourown.  Lethim  see  that 


For  Sunday-school  Workers  37 

the  whole  question  is  a  burning  one  to  you  and  not 
one  to  be  Hghtly  esteemed.  If  he  points  out  difficulties, 
as  he  very  likely  will,  be  prepared  to  show  how  they 
can  be  overcome.  If  he  does  not  warm  up  sufficiently 
in  the  first  interview,  secure  from  him  the  promise  to 
join  you  in  definite  daily  prayer  for  more  light  and 
wisdom  from  above,  and  make  an  appointment  for 
another  interview  at  an  early  date.  Meanwhile,  con- 
tinue in  prayer  that  God  will  put  the  burden  of  this 
question  upon  the  superintendent's  heart  as  well  as 
upon  your  own.  Be  careful,  too,  to  put  in  your  super- 
intendent's hands  some  literature  that  will  give  him 
light,  exacting  the  promise  that  he  will  read  it  before 
your  next  interview.  "Holding  the  Ropes,"  by  Miss 
Brain,  or  "Missions  in  the  Sunday-school,"  by  Miss 
Hixson,  are  recommended.  Lack  of  interest  on  the 
part  of  the  superintendent  and  others  is  due  more  often 
to  lack  of  knowledge  than  to  any  other  cause.  No 
one  is  interested  in  topics  of  which  he  is  ignorant. 
The  superintendent  must  therefore,  be  informed,  and 
when  he  sees  the  actual  need  for  something  to  be 
done,  in  most  cases  he  will  not  assume  the  role  of  an 
obstructionist. 

There  are  some  superintendents  who  will  be  leaders 
in  the  missionary  movement ;  others  who  will  co- 
operate in  the  plans  initiated  by  others ;  others  who 
will  have  a  sympathetic  interest,  but  who  cannot  be 
relied  on  for  any  active  co-operation ;  and  still  a  few 
others  who  will  actually  oppose  any  effort  along  mis- 
sionary lines.  If  the  suggestions  above  offered  do 
not  in  due  time  lead  to  the  securing  of  the  co-oper- 


38  Manual  of  Missionary  Methods 

alion  of  the  last-named  class,  then  prayer  should  be 
offered  that  God  would  bring  to  the  superintendency 
of  the  school  a  man  after  his  own  heart.  The  ob- 
structionist committed  in  prayer  to  God  will  either 
be  reconstructed  or  removed. 

Questions 

1.  How  is  any  needed  reform  secured? 

2.  What  qualities  are  essential  in  a  person  who  wishes  to 
secure  the  co-operation  of  another  in  any  project? 

3.  How  would  you  proceed,  in  the  wisest  way,  to  secure  the 
introduction  of  mission  study  into  a  school  having  no  mission- 
ary instruction?     Outline  a  plan  with  a  specific  school  in  mind. 


VIII 

Education — Courses  of  Instruction 

Having  considered  the  various  methods  of  instruction 
that  may  be  employed,  our  next  inquiry  is  regarding 
the  material  to  be  used.  In  every  Sunday-school  there 
are  pupils  of  all  ages,  from  the  primary  department  to 
the  adult.  While  missions  should  be  taught  to  all, 
both  the  subject  matter  and  the  manner  of  its  presen- 
tation will  radically  differ  according  to  the  grade. 

"Our  aim,"  says  Dr.  T.  H.  P.  Sailer,  "should  be  to 
develop  missionary  attitudes  and  habits.  It  is  cer- 
tainly not  merely  to  impart  general  missionary  in- 
formation. That  is  only  a  means  to  the  end,  and 
often  a  very  inadequate  means.  By  attitudes  I  mean 
the  frame  of  mind,  the  disposition  we  come  to  have 
toward  certain  things.  These  attitudes  rest  on  im- 
pulses, either  instinctive  or  acquired.  Habits  are 
formed  by  the  expression  of  these  attitudes  in 
action."  He  also  points  out  the  need  of  knowing 
the  controlling  impulses  in  each  grade  in  order  to 
utilize  them  in  the  formation  of  right  habits.  He 
then  continues,  "We  should  remember  on  the  one 
hand  that  habits  not  resting  on  impulses  will  have 
no  vitality;  on  the  other  hand,  that  impulses  not 
crystallized  into  habits  are  simply  wasted.  Teaching 
should  concern  itself  mainly  with  securing  attitudes 
rather   than   imparting   information.      This    does    not 

39 


40  Majiual  of  Missionary  MctJiods 

mean  that  we  should  always  lead  up  to  a  moral  or 
application.  Attitudes  are  often  more  effective  be- 
cause subtly  suggested.  The  best  missionary  exer- 
cise is  that  in  which  formal  application  is  unneces- 
sary." 

Without  going  into  detail,  it  is  essential  that  we 
know  something  of  the  natural  characteristics  and 
interests  of  the  different  stages  of  growth,  or  nascent 
periods  as  they  are  called,  in  order  to  provide  the 
proper  missionary  material. 

GRADED    MATERIAL  AND   ITS    USE. 

The  Cradle  Roll 

From  the  cradle  to  the  grave  the  missionary  atmos- 
phere should  be  breathed  and  the  missionary  spirit 
has  its  place.  As  the  Sunday-school  claims  the  very 
youngest  children  of  the  household,  placing  their  names 
upon  the  Cradle  Roll  and  thus  identifying  them  with 
the  school  from  their  earliest  infancy,  so  the  Mission- 
ary Committee  should  see  to  it  that  their  names  are 
enrolled  as  Little  Light-Bearers.  Cards  for  enrol- 
ment can  be  procured  from  the  Women's  Boards  of 
Missions  of  the  Baptist,  Methodist,  and  Presbyterian 
Churches,  at  their  respective  headquarters. 

Of  course  no  missionary  instruction  can  be  at- 
tempted with  such  little  ones, but  enrolment  as  Little 
Light-Bearers  will  start  them  on  their  career  of  mis- 
sionary interest  and  education,  and  the  parents  will 
become  interested  and  will  be  glad  to  have  a  mite-box 
in  which  they  will  put  from  time  to  time  missionary 


For  Sunday-school   Workers  41 

offerings  in  behalf  of  their  child.  It  is  a  good  plan, 
when  the  school  has  any  special  missionary  program, 
such  as  at  Easter,  Christmas,  or  at  other  set  times 
during  the  year,  for  the  Missionary  Committee  to  send 
a  personal  note  to  the  parents  of  each  Little  Light- 
Bearer,  advising  them  of  the  special  occasion,  and  call- 
ing attention  to  the  fact  that  their  child  is  enrolled  as 
a  Little  Light-Bearer  and  on  the  Cradle  Roll,  and  thus, 
being  a  member  of  the  school,  a  special  invitation  is 
sent  for  him  or  her  to  be  present  with  the  parents  on 
the  particular  missionary  occasion.  An  envelope 
should  be  enclosed  and  statement  made  that  all  the 
members  of  the  school,  including  the  Light-Bearers, 
are  invited  to  bring  or  send  a  special  thank-offering 
to  help  send  the  gospel  light  to  little  children  across 
the  sea  who  have  never  heard  of  Jesus  Christ.  This 
was  tried  with  great  success  in  a  city  school  one 
Easter,  nearly  all  the  parents  of  children  on  the 
Cradle  Roll  responding  by  note  and  by  an  offering 
of  from  $1  to  $5  each. 

A  suggested  letter  for  parents  is  herewith  given.  It 
should  be  signed  by  the  Chairman  of  the  Missionary 
Committee  or  Missionary  Superintendent,  and  by 
the  Superintendent  of  the  Cradle  Roll : — 

Dear  Mrs.  

Next  Sunday  being  Easter  Day,  we  are  to  observe  it  in  the 
Sunday-school  of  our  church  very  joyously.  The  exercises 
will  be  largely  of  a  missionary  character.  It  is  hoped  that  every 
member  of  the  school  may  be  present.     We  wish  to  extend  a 

special  invitation  to (here  insert  the  child's  name)  whose 

name  is  on  the  Cradle  Roll  of  the  school,  and  who  is  also  a 


42  JManual  of  Missionary  Methods 

Missionary  Light-Bearer,  to  come,  as  a  part  of  the  exercises 
will  be  especially  adapted  to  very  little  folks.     We  also  include 

in   the   invitation  yourself  and   Mr.  (here   naming  the 

husband).  An  envelope  is  enclosed  for  a  thank-offering  to  be 
devoted  to  the  giving  of  the  gospel  to  those  in  the  far-oflf  lands 
who  have  never  heard  of  Christ.     The  offering  may  be  brought 

next  Sunday  or  sent  to  the  treasurer  of  the  school,  Mr.  , 

Street. 

Very  cordially  yours, 


Beginners'  Department — Ages  4  to  6  Years 

Characteristics. — The  chief  characteristics  of  this 
period  of  childhood  are  selfishness,  activity,  imitation, 
imagination,  and  curiosity.  "This  selfishness,"  says 
George  W.  Pease,  "manifests  itself  in  many  ways ;  in 
anger,  when  his  wishes  are  interfered  with  by  others ; 
in  envy,  when  he  wishes  things  which  he  sees  others 
possess;  in  jealousy,  when  he  desires  for  himself  the 
attentions  paid  to  others.  But  to  counterbalance  some- 
what this  selfishness  we  find  in  the  child  the  germs  of 
altruism.  Selfishness  tends  to  isolation,  but  children 
are  naturally  sociable  and  do  not  like  to  be  alone. 
Selfishness  is  thus  somewhat  checked  by  the  desire 
for  companionship.  Generosity  and  the  desire  to  please 
are  natural  impulses  of  most  children,  and  both  of 
these  tend  to  counteract  to  a  limited  extent  the  efifect 
of  selfishness.  While  we  cannot  expect  to  make  un- 
selfishness a  dominant  characteristic  in  very  young 
children,  still  our  course  of  instruction  should  be 
planned  so  as  to  provide  for  a  natural  development 
of  whatever  germs  of  altruism  may  be  present." 

A   second   characteristic   of   this   period   is   activity. 


For  Sunday-school   Workers  43 

How  often  do  we  hear  the  expression,  "That  child  is 
never  still."  If  he  were,  except  when  asleep,  he  would 
be  abnormal.  The  natural  state  for  a  healthy  child 
is  activity. 

Another  characteristic  is  imitation,  chiefly  of  adults, 
but  also  of  other  children  and  of  animals.  The 
teacher's  example  is  powerful  at  this  period,  for  the 
child  imitates  him,  and  even  before  the  age  of  four  it 
has  acquired  habits  of  reverence,  respect,  politeness,  or 
their  opposites,  largely  through  imitation.  At  this 
early  age  the  habit  is  purely  physical  and  possesses  no 
moral  character. 

Again,  the  period  of  early  childhood  is  characterized 
by  vivid  imagination.  The  child  builds  air-castles  and 
lives  largely  in  the  land  of  "make-believe."  The  fact 
that  children  are  so  imaginative  is  a  great  aid  to  the 
teacher.  With  older  ones,  word  pictures  can  easily  be 
drawn,  and  imagination  will  fill  in  the  details.  With 
younger  ones,  a  picture  or  an  object  is  an  added  help. 
A  few  lines  on  the  blackboard  will  represent  a  shep- 
herd and  his  flock  of  sheep.  It  is  quite  unnecessary 
to  make  a  completed  picture ;  the  mere  lines  are  suffi- 
cient and  imagination  does  the  rest.  "This  strange 
power,"  says  Miss  Marianna  Brown,  "we  must  appre- 
ciate, feed  and  train,  if  we  wish  our  children  in  after 
life  to  believe  in  the  unseen,  and  to  live  above  the  dead 
level  of  materialism." 

We  should  also  mention  curiosity.  A  child  is  a  veri- 
table interrogation  point.  He  has  questions  about 
everything,  which  is  but  natural,  for  it  is  his  chief 
means  of  gaining  knowledge.     He  lives  in  a  world  of 


44  Manual  of  Missionary  Methods 

wonder,  he  is  surrounded  by  things  he  does  not  under- 
stand. Therefore  his  first  question  is,  "What?"  and 
his  next  "Why?"  and  "How?"  He  wants  to  know 
what  things  are,  their  origin,  and  their  use  and  value. 

Interests. — Now  what  are  the  natural  interests  of  this 
period  of  early  childhood  ?  Very  briefly,  an  opportunity 
for  activity,  manifesting  itself  largely  in  imitative 
play,  and  a  desire  for  the  satisfaction  of  curiosity. 
He  is  fond  of  the  folklore  and  fairy  story.  Objects 
and  pictures  make  a  strong  appeal. 

Material  for  Instruction. — In  our  instruction,  then, 
we  must  be  governed  by  the  characteristics  and  natural 
interests  of  the  children  to  be  taught.  In  the  regular 
International  Course  of  Beginners'  Lessons  in  the 
Sunday-school  there  is  a  treatment  of  the  missionary 
idea  under  the  themes,  "Giving,"  "Kindness,"  "Help- 
fulness." These  topics  can,  of  course,  be  illustrated 
by  such  missionary  material  as  seems  wise  to  the 
teacher ;  by  the  telling  of  stories,  and  by  the  use  of 
pictures  and  objects. 

It  is  the  spirit  of  helpfulness  and  of  sympathy  that 
must  be  developed  at  this  age,  and  close  at  hand  in 
line  with  the  child's  experience,  rather  than  an  attempt 
to  teach  very  much  about  the  actual  needs  in  heathen 
lands.  But  it  is  important  that  the  feelings  should  be 
educated  properly  at  this  early  age,  and  started  along 
right  lines,  if  the  true  missionary  spirit  is  to  develop 
easily  and  naturally  later. 

The  teacher  of  the  Beginners'  Department  in  the 
Fifth  Avenue  Presbyterian  Sunday-school,  New  York 
City,  has  had  remarkable  success  in  teaching  missions. 


For  Sunday-school   Workers  45 

She  says,  "I  do  believe  in  missions  in  the  Beginners' 
Department,  and  I  say  that  after  having  taught  them 
three  years.  My  httle  people  earn  their  'special'  offer- 
ing, and  take  a  real  and  intelligent  interest  in  every 
Sabbath  giving  service.  It  never  seems  to  grow  old 
with  them,  and  I  know  that  I  have  every  child  with 
me  when  we  pray  for  the  children  in  the  Far  West 
whom  j\Ir.  Lewis  is  teaching,  and  for  the  children  far 
over  the  'Blue  Sea.'"  (Mr.  Lewis  is  a  missionary  in 
Minnesota,  to  whose  support  this  school  has  long  con- 
tributed.) 

Primary  Department — Ages  6  to  8  Years 

In  the  Primary  Department  there  is  an  opportunity 
for  further  development  of  the  spirit  of  sympathy  and 
helpfulness  commenced  with  the  Beginners.  The 
educational  aim  of  this  period  is  the  culture  of  the 
instinct  feelings. 

Characteristics. — The  child  in  this  period  of  life  has 
many  of  the  same  characteristics  he  possessed  in  the 
earlier  period.  Activity,  imitation,  imagination  and 
curiosity  are  still  strong.  The  social  instinct  now  be- 
comes more  marked  and  tends  to  counteract  the  selfish- 
ness before  prominent.  The  child  no  longer  wants 
to  play  by  himself,  but  with  other  children.  LTnless 
imagination  is  properly  controlled,  the  growth  of  fear 
due  to  it  increases  greatly.  Teasing  and  bullying  are 
also  common  characteristics.    It  is  the  memory  age. 

Interests. — Curiosity  still  being  a  characteristic,  the 
child  of  this  period  is  interested  in  the  origin,  causes 
and  reasons  of  things.     Along  the  literary  line,  the 


46  Manual  of  Missionary  Methods 

fairy  and  folklore  stories  still  appeal ;  also  animal 
stories  and  the  stories  true  to  life  in  which  the  human 
element  is  prominent.  Pictures  and  objects  also  ap- 
peal as  in  the  earlier  period. 

During  the  primary  age  children  have  little  idea  of 
space  or  time  relations ;  hence  there  should  be  no 
emphasis  on  the  geographical  or  historical  elements  of 
missionary  study.  "The  reasoning  powers  are  not 
sufficiently  developed  to  be  appealed  to  to  any  great 
extent.  The  teaching  must  be  largely  suggestive  and 
by  analogies."  Interesting  incidents  or  events  brightly 
told  in  story  form,  illustrated  by  pictures  and  objects, 
are  the  needs.  The  aim  should  be  to  teach  the  boys 
and  girls  to  view  the  world  as  an  enlarged  family, 
and  that  not  alone  at  home,  but  throughout  the  wide, 
M^ide  world,  they  have  brothers  and  sisters  in  whose 
welfare  they  should  be  concerned. 

Material  for  Instruction. — The  instruction  should 
be  chiefly  by  stories,  pictures,  and  objects.  Abun- 
dant material  is  available. 

For  stories  a  book  that  is  simply  fascinating  is 
"The  Great  Big  World  ;  or,  A  Missionary  Walk 
ill  the  Zoo,"  published  by  The  Church  Missionary 
Society  of  London.  It  can  be  obtained  from  the  For- 
eign Missions  Library,  156  Fifth  Avenue,  New  York,- 
for  70  cents,  postpaid.  In  imagination  the  girls  and 
boys  are  taken  to  the  Zoo  and  there  they  see  all  the 
wonderful  animals.  A  trip  is  then  taken  to  the  lands 
from  which  these  animals  came — India,  Africa,  Green- 
land, etc. — and  with  eyes  and  ears  wide  open  the  chil- 
dren note  many  marvelous  things,   among  them   the 


For  Sunday-school   Workers  4/ 

need  there  is  for  missionary  effort  in  the  various  lands. 
So  skilfully  is  the  missionary  touch  brought  in  that 
one  becomes  interested  in  missions  without  knowing  it. 
Just  enough  is  told  in  the  very  brief  chapters  to  whet  the 
appetite  for  more.  Here  are  the  striking  titles  of  some 
of  them.  "On  the  Camel's  Back,"  "A  Visit  to  the  Croc- 
odiles," "In  the  Lion's  Den,"  "A  Peep  at  the  Snakes," 
"In  Monkeyland,"  etc.  The  substance  of  any  of  the 
stories  can  be  told  bv  the  teacher  in  from  three  to 
five  minutes.  Another  interesting  book  dealing  wholly 
with  one  country,  is  "Children  in  Blue,  and  What  They 
Do,"  describing  life  in  China.  It  is  a  connected  story 
and  a  chapter  can  be  told  in  story  form  each  Sunday. 
This  book  can  also  be  obtained  from  the  Foreign  Mis- 
sions ■  Library  for  60  cents,  postpaid.  Miss  Jane 
Andrews'  book,  "Seven  Little  Sisters  Who  Live  on 
the  Round  Ball  That  Floats  in  the  Air,"  and  its 
sequel,  "Each  and  All,"  while  not  distinctly  mission- 
ary in  character,  yet  describe  child-life  admirably  in 
foreign  lands,  and  thus  arouse  an  interest  in  the 
children  who  live  across  the  seas.  The  books  are 
published  by  Ginn  &  Co.,  New  York,  for  50  cents 
each.  "The  Little  Cousin  Series"  is  also  good,  describ- 
ing life  and  customs  of  children  in  lands  afar.  They 
are  published  by  L.  P.  Page  &  Co.,  of  Boston,  at  60 
cents  each.  Other  books  are  being  constantly  issued 
and  the  Primary  teacher  should  keep  in  touch  with  her 
denominational  Mission  Board  in  order  to  learn  of  the 
most  recent  literature. 

Pictures  can  also  now  be  obtained  in  great  numbers, 
and  illustrated  postcards,  beautifully  colored,   depict- 


48  Manual  of  Missionary  Methods 

ing  scenes  in  the  home  and  foreign  fields.  The 
Orient  Picture  Company,  Ford  Building,  Boston, 
and  most  denominational  Mission  Boards  publish  a 
splendid  selection  of  pictures  on  all  mission  fields. 

For  object-lessons  the  curio  boxes  on  Japan,  Africa, 
and  the  American  Indian,  with  accompanying  book- 
lets, giving  material  for  ten  or  a  dozen  lessons,  are 
simply  invaluable.  Each  set  contains  two  dolls,  a 
native  house,  and  articles  which  illustrate  the  home, 
social,  and  religious  life  among  the  respective  peoples. 
These  can  be  obtained  from  the  denominational  Boards 
at  $1.50  each. 

A  sand-tray  is  also  of  great  value  to  the  Primary 
Department,  and  even  for  Juniors.  By  means  of  it 
scenes  and  conditions  in  non-Christian  lands  may  be 
made  graphic  and  realistic.  An  ordinary  box,  2^  x 
4  or  5  feet,  with  sides  about  6  inches  high,  will 
suffice,  but  it  will  be  better  to  get  a  common  kitchen 
table,  cut  off  the  legs  and  turn  it  upside  down.  The 
bottom  should  be  painted  blue,  or  a  piece  of  glass 
be  inserted  to  represent  water,  and  common  sand  or 
paper  pulp  may  be  used  for  the  modeling. 

For  Home  Use. — In  addition  to  the  stories,  pictures 
and  objects  used  in  the  class,  there  is  some  excellent 
material  for  home  use.  "Pictures  Worth  Painting 
from  Far-off  Fields"  (40  cents),  presents  missionary 
pictures  to  be  colored  with  crayon.  "An  Indian  Vil- 
lage" (60  cents),  is  a  game  showing  the  life  and 
customs  of  an  inland  village  in  India.  A  set  of  eight 
Chinese  rag  dolls  with  accompanying  stories  (75 
cents),  will  appeal  strongly.     "A  Chinese  Street"  (75 


For  Sunday-school  Workers  49 

cents),  contains  all  the  things  necessary  for  making 
small  models  of  a  street  in  a  town  of  South  China,  and 
of  the  people  who  live  and  walk  in  it.  The  figures  are 
to  be  cut  out,  colored  and  set  up  according  to  directions. 

Junior  Department — Ages  9  to  12  Years 

Characteristics. — During  the  Junior  period,  physi- 
cal development  is  slow.  "The  brain  at  the  beginning 
of  the  period  has  attained  nearly  its  full  mature 
weight."  It  is  the  time  of  the  growth  of  the  asso- 
ciative fibers.  As  in  the  earlier  period,  the  child  has 
not  yet  learned  the  power  of  continued  concentration, 
but  he  is  beginning  to  use  his  reasoning  powers. 
"Towards  the  close  of  the  period  the  critical  spirit  is 
developing,  leading  to  questionings  for  fuller  informa- 
tion and  a  demand  for  proofs  of  statements  made." 
Conscience  is  now  becoming  more  active  and  exer- 
cises greater  control  over  the  life. 

The  child  is  influenced  greatly  at  this  period  by 
examples,  especially  of  other  girls  and  boys,  and  much 
care  should  be  exercised  as  to  his  companions.  "The 
altruistic  impulses  become  somewhat  stronger  in  all 
normal  children,  these  tending  to  weaken  the  spirit 
of  selfishness  so  manifest  in  early  life."  "Th«  respect 
for  law  in  its  general  form,  not  simply  as  embodied 
in  personal  commands,  increases  somewhat  during 
these  years."  Christ's  authority  in  the  life  should 
now  be  emphasized,  and  stress  should  be  laid  upon  the 
necessity  of  implicit  obedience  to  the  great  commission 
to  give  the  gospel  to  every  creature. 

This  is  distinctly  the  memory  period.    It  is  also  the 


50  Manual  of  Missionajy  Methods 

habit-forming  period,  and  the  teacher  should  therefore 
seize  the  opportunity  to  inculcate  the  habits  of  prayer 
for,  and  proportionate  giving  to,  missions. 

Interests. — "The  interest  in  the  casual  idea  increases" 
chietiy  in  the  lines  of  science  and  history.  Girls  and 
boys  want  to  know  about  the  various  wonders  which 
they  observe  in  nature.  It  is  the  time  when  they  are 
interested  in  games,  manual  work  and  in  making  "col- 
lections" of  various  things,  such  as  stamps,  coins,  eggs, 
etc.  The  fairy  and  folklore  story  now  give  way  to  an 
interest  in  history,  chiefly  in  biography.  The  hero 
must  be  true  to  life  and  not  an  imaginative  one,  and 
the  story  must  be  full  of  action. 

Matcv'xal  for  Instruction. — During  this  period  the 
history  and  geography  of  missions  should  be  taught, 
and  the  customs  and  manners  in  non-Christian  lands 
be  described.  Constant  use  should  be  made  of  maps, 
charts,  diagrams,  pictures  and  curios.  The  biographies 
of  great  missionaries  will  be  read  with  eager  interest, 
provided  they  are  well  written  and  present  men  of 
heroic  action.  The  interest  will  lie  rather  in  their 
accomplishments  than  in  their  characters.  Deeds  per- 
formed are  what  appeal  to  the  Junior  age.  This  is 
the  period,  too,  when  some  of  the  "cruder  conceptions 
of  the  preceding  years  may  be  corrected,  and  when  the 
government  of  God  in  love  through  law  may  be  more 
clearly  pointed  out." 

Individual  Lesson  Preparation. — Jnniors  are  quite 
old  enough  to  make  some  preparation  themselves  of 
the  material  given  them,  and  should  be  expected  to  do 
so.     Many  of  them  like  to  give  missionary  recitations, 


For  Sunday-school  Workers  51 

or  to  take  part  in  some  special  missionary  program.  If 
the  instruction  is  given  in  the  class,  rather  than  from 
the  platform,  a  printed  lesson  in  leaflet  or  booklet 
form  can  be  prepared  at  home.  Such  a  lesson  form- 
the  basis  for  class  questioning  and  discussion  just  as 
does  the  Bible  lesson. 

"The  Missionary  Speaker"  and  other  books  of  like 
character,  already  mentioned  in  chapter  V,  page  26, 
give  suitable  material  for  recitations  and  platform 
work  for  the  scholars.  For  class  work  and  home 
preparation  there  are  leaflets  or  text-books  issued  by 
a  number  of  the  denominational  Boards,  notably  the 
Baptist,  Episcopalian,  Methodist,  Presbyterian  and 
United  Presbyterian,  and  by  The  Sunday  School  Times 
Company,  Philadelphia.  Inquiries  should  be  made 
at  their  respective  headquarters. 

Scrap-books  and  Manual  Work. — It  will  be  of  great 
value  to  have  each  scholar  make  a  missionary  scrap- 
book  in  which  he  may  put  pictures  and  small  outline 
maps  illustrating  missionary  lessons.  He  may  also  note 
down  special  points  which  the  teacher  suggests.  In- 
stead of  individual  scrap-books  there  may  be  a  class 
scrap-book,  each  member  of  the  class  being  responsible 
in  turn  for  writing  up  a  missionary  lesson  and  putting 
in  the  illustrations.  The  individual  book,  however, 
is  preferable,  and  as  an  incentive  to  faithful  work  on 
the  part  of  the  scholars  the  teacher  should  also  make 
one.  At  the  close  of  the  school  year  there  may  be  an 
exhibition  of  these  books.  No  scholar  can  prepare  such 
a  scrap-book  without  gaining  a  great  deal  of  mission- 
ary information  and  profit.    Other  manual  work  should 


52  Manual  of  Missionary  Methods 

be  encouraged,  such  as  the  construction  of  native 
houses,  sedan  chairs,  ancestral  tablets,  totem  poles, 
which  may  be  made  by  boys  fond  of  carpentry  work 
from  descriptions  furnished  them  or  from  pictures.  For 
suggestions  teachers  should  secure  the  Rev.  M.  S. 
Littlefield's  book,  "Hand-work  in  the  Sunday- 
school,"  published  by  the  Sunday  School  Times 
Company. 

The  sand-tray,  already  referred  to  as  part  of  the 
equipment  for  the  Primary  Department,  may  be 
profitably  used  with  the  Juniors.  The  geographical 
setting  of  the  missionary  lessons  can  by  means  of  it 
be  graphically  taught. 

Stereoscope. — The  stereoscope  and  stereograph  pic- 
tures will  also  be  found  of  great  value.  The  former 
costs  75  cents,  and  the  latter,  in  sets,  75  cents  each. 
One  set  on  China  has  recently  been  published  by  the 
Young  People's  Missionary  Movement,  and  others  are 
in  preparation.  Orders  may  be  sent  to  the  denomina- 
tional Boards. 

Intermediate  Department — Ages  13  to  16  Years 

Characteristics. — This  is  the  beginning  of  the  adoles- 
cent age,  and  one  of  the  most  critical  periods  of  life. 
Boyhood  and  girlhood  are  left  behind  as  the  threshold 
of  manhood  and  womanhood  is  approached.  It  is  a 
period  of  rapid  physical  growth,  and  consequently  is 
often  characterized  by  awkwardness,  shyness,  and 
more  or  less  reserve.  'Tt  is  the  time,"  says  Pease, 
"of  a  physiological  new  birth  out  of  childhood  into 
manhood  and  womanhood,  and  of  a  psychological 


For  Sunday-school  Workers  53 

birth  from  egotism  and  isolation  to  altruism  and 
society."  To  be  regarded  as  children  is  greatly  dis- 
liked, and  there  is  a  strong  desire  to  be  thought 
manly  and  womanly.  This  leads  to  the  forming  of 
ideals  and  of  efforts  to  become  like  them. 

Interests. — "The  predominant  literary  interest  is  in 
legendary  heroes,  pioneers,  and  heroes  in  history." 
"There  are  strong  impulses  to  do  great  things."  It 
is  the  period  of  hero  worship.  The  "gang  spirit"  now 
becomes  manifest,  and  there  is  loyalty  to  the  club,  team 
or  organization.  The  preference  is  for  team  rather  than 
for  individual  games. 

Material  for  Instruction. — The  material  for  instruc- 
tion should  be  largely  biographical,  laying  emphasis 
upon  the  idea  of  service  to  others.  This  will  make 
a  strong  appeal  to  adolescence.  A  splendid  biography 
of  Alexander  Mackay,  entitled  "Uganda's  White  Man 
of  Work,"  has  been  prepared  to  meet  the  special  needs 
of  the  Intermediate  grade.  Also  "Under  Marching 
Orders,"  the  life  of  Mary  Porter  Gamewell,  missionary 
to  China,  by  Ethel  D.  Hubbard.  Both  can  be  obtained 
from  the  denominational  Boards,  35  cents  in  paper, 
50  cents  in  cloth.  "Missionary  Studies  for  the  Sunday- 
school"  (single  copies  20  cents,  postpaid),  can  be 
obtained  from  The  Sunday  School  Times  Company, 
103 1  Walnut  Street,  Philadelphia.  There  are  three 
series,  and  they  are  catalogued  in  Appendix  B. 

Impersonations 

Impersonations  of  graphic  scenes  in  the  lives  of  mis- 
sionaries have  been  used  with  excellent  results  in  the 


54  Manual  of  Missioiiary  Methods 

Intermediate  grade.  For  example,  in  "Uganda's  White 
Man  of  Work,"  the  interview  between  Mutesa  and 
Stanley,  the  explorer,  affords  a  splendid  opportunity 
for  two  boys  to  impersonate  these  characters,  and  to 
hold  such  a  conversation  as  they  imagine  the  men 
themselves  held  in  their  first  interview.  Of  course, 
sufficient  material  is  given  in  the  book  of  the  actual 
interview  to  make  it  unnecessary  for  the  boys  to  make 
the  scene  wholly  imaginary.  To  attempt,  however, 
to  reproduce  this  scene  from  Central  Africa  makes  it 
vivid  and  realistic  to  all  and  has  a  distinct  educational 
value. 

There  are  other  scenes  in  "Uganda's  White  Man  of 
Work,"  in  "The  Life  of  John  G.  Paton,"  and  in  many 
other  missionary  books  which  lend  themselves  to  this 
treatment.  Such  impersonations  require  no  costuming 
or  other  dramatic  elements  in  order  to  make  them  effec- 
tive. They  may  even  be  used  successfully  in  an  indi- 
vidual class,  if  not  desirable  from  the  platform  before 
the  whole  school.  An  attractive  entertainment  could 
be  given  on  some  week-night,  when  scenes  from 
some  missionary  book,  as  above  mentioned,  could  be 
arranged  as  a  series  of  very  interesting  tableaux  or 
impersonations. 

The  First  Baptist  Church  of  Batavia.  N.  Y.,  planned 
a  most  profitable  "Missionary  Evening,"  using  imper- 
sonations to  excellent  advantage.  The  program  fol- 
lows : 

1.  Songs  by  a  chorus  of  twenty  girls,  dressed  in  Chinese 
costumes. 

2,  "What  it  means  to  be  a  Chinese  girl  and  woman, " 


For  Sunday-School  Workers  55 

by   a   young   woman   in    Chinese   costume,   using   as   a   basis 
"Women  of  the  Middle  Kingdom." 

3.  "China's  Only  Hope,"  a  brief  address  by  a  young  man 
dressed  as  a  Chinese  student.  He  used  the  book  "China's 
Only  Hope,"  but  of  course  gave  a  Christian  solution. 

4.  "The  Sorrow  of  the  Famine,"  in  which  a  young  mar- 
ried man  comes  upon  the  platform  with  his  wife  and  baby  and 
cooking  and  eating  utensils  in  a  wheelbarrow;  he  puts  down 
his  burden  in  the  center  of  the  platform,  turns  to  the  audi- 
ence and  tells  them  how  he  left  his  home  and  went  to  one 
of  the  cities  where  relief  was  being  given,  and  how  he  has 
been  sent  home  again  because  of  the  menace  of  the  starving 
multitude  clamoring  for  food,  and  how  there  is  nothing 
before  him  and  his  family  but  sure  starvation;  he  then  takes 
up  his  wheelbarrow  and  goes  ofif  the  platform. 

5.  Exercise,  "A  Chinese  Conversation,"  in  costume. 

6.  Recitation,  a  story  based  on  the  death  of  a  Chinese 
woman. 

7.  Tableaux,  by  girls  in  costume,  portraying  scenes  in 
life.     Colored  lights  were  used. 

8.  Phonograph  records  of  Chinese  music— a  solo  and  a 
band  piece. 

9.  Stereopticon  slides  of  the  new  lecture  on  China  of  the 
Missionary  Union,  not  reading  the  complete  lecture,  but 
running  the  slides  through  quite  rapidly  and  giving  a  word 
of  explanation  with  reference  to  each  picture.  A  young 
man  dressed  in  costume  explains  the  pictures,  telling  the 
audience  that  he  wishes  to  show  them  some  of  the  scenes 
from  his  country. 

ID.  All  of  the  audience  was  then  invited  to  the  church 
parlors  to  partake  of  Chinese  tea,  served  by  Chinese  maidens. 

There  were  attractively  printed  tickets  and  pro- 
grams with  hand-made  Chinese  characters  upon  them, 
and  every  one  taking  part  in  the  entertainment  was 
in  Chinese  costume  and  the  decorations  were  Chinese 
in   character.      The   aim   was   not   only   to    furnish   a 


56  ]\Iaiiual  of  Missionary  Methods 

pleasant  evening,  but  to  give  a  vivid  picture  of  China 
and  her  needs. 

Senior  Department — Ages    16  to  19   Years 

Characteristics. — Says  George  W.  Pease:  "Most  of 
the  characteristics  of  the  youth  or  early  adolescent 
period  continue  to  manifest  themselves  in  this  later 
period,  although  some  of  them  lose  their  strength,  while 
others  continue  their  development.  Owing  to  the 
rapid  and  strong  development  of  the  reasoning  powers, 
there  results  a  strengthening  of  the  spirit  of  inde- 
pendence and  a  lessening  of  the  direct  influence  of 
the  teacher  and  companions  through  suggestion.  The 
teacher  at  this  time  must  depend  more  upon  guiding 
the  young  man  by  an  appeal  to  his  reason  than  by  an 
appeal  to  his  affections  or  by  an  authoritative  presenta- 
tion of  truth  which  is  to  be  accepted  without  question. 

"The  advance  from  selfishness  to  unselfishness  is 
steady  and  strong,  and  during  these  years  the  altruistic 
emotions  are  likely  to  become  dominant.  Under  nor- 
mal conditions,  the  young  man  will  realize  the  im- 
portance of  identifying  himself  with  the  larger  social 
life  of  which  he  forms  a  part,  and  will  expend  him- 
self freely  in  the  service  of  others. 

"Naturally  the  imitative  tendency  is  very  much 
weakened.  The  individual  now  sets  up  his  own  stand- 
ard of  life  and  conduct,  and  although  open  to  advice 
and  suggestion,  and  to  the  presentation  of  the  elements 
of  an  ethically  perfect  life,  he  will  only  accept  and 
act  upon  such  presentations  as  appeal  to  his  own 
reason." 


For  Sunday-school  Workers  57 

It  is  a  time  of  great  physical  and  mental  activity, 
when  the  reasoning  powers  come  into  full  play. 
Life  takes  on  a  more  serious  aspect,  and  there  is  a 
desire  to  solve  its  problems.  The  creative  imagina- 
tion and  logical  memory  now  become  strong. 

Interests. — "The  interests  at  this  period  are  wide 
and  varied,  including  the  physical,  intellectual,  and 
moral  fields."  "Athletic,  scientific,  literary  or  aesthetic 
interests,  or  plenty  of  hard  work,  are  a  necessity  to 
keep  the  mental  life  pure,  healthy  and  growing." 

Material  for  Instruction. — "Servants  of  the  King" 
(50  cents  in  cloth,  35  cents  in  paper),  by  Robert  E. 
Speer,  is  a  collection  of  brief,  stirring  biographies 
prepared  especially  for  the  Senior  grade.  It  deals 
with  heroic  lives  at  home  and  abroad  and  is  written 
to  inspire  to  similar  consecration.  If  something  briefer 
is  desired  for  ten  minutes'  supplemental  class  work, 
the  Senior  grade  of  "Missionary  Studies  for  the 
Sunday-school"  (20  cents),  published  by  The  Sunday 
School  Times  Company,  of  Philadelphia,  is  recom- 
mended. 

Adult  and  Home  Departments 

In  these  departments  a  study  of  social,  moral,  and 
religious  conditions  in  non-Christian  lands  will  strongly 
appeal.  The  text-books  already  issued  by  the  Young 
People's  IVIissionary  Movement  on  Africa,  China, 
India,  Japan,  Korea  and  the  Moslem  world  are  inval- 
uable for  this  purpose,  and  others  are  in  preparation. 
They  are  issued  in  paper  at  35  cents  each ;  in  cloth,  50 
cents.    Titles  will  be  found  in  Appendix  C.    There  are 


58  Mamial  of  Missionary  Methods 

also  other  volumes,  dealing  with  home  missions,  that 
are  equally  valuable.  "Home  Mission  Heroes," 
"Aliens  or  Americans,"  "The  Challenge  of  the  City," 
"The  i'Vontier"  and  "The  Negro  Problem"  are  now 
available. 

For  a  thorough  study  of  these  books  the  substitu- 
tional method  for  a  period  of  eight  consecutive  weeks 
is  considered  by  many  as  satisfactory,  or  they  might 
be  studied  at  some  hour  other  than  the  Sunday-school 
session.  Especially  in  the  Home  Department  may  mis- 
sionary books  and  literature  be  circulated  with  good 
effect.     For  a  list  of  suitable  books  see  Appendix  C. 

Questions 

1.  What  advantage  is  there  in  Cradle  Roll  enrolment,  both 
from  the  standpoint  of  the  child  and  of  the  parents? 

2.  Mention  the  chief  characteristics  and  interests  of  the  Be- 
ginners and  the  missionary  material  adapted  for  their  in- 
struction. 

3.  Mention  the  chief  characteristics  and  interests  of  the 
Primary  Department  child. 

4.  What  missionary  material  would  you  use  in  the  Primary 
Department  ? 

5.  How  does  the  Junior  period  differ  from  the  Beginners' 
and  Primary? 

6.  What  manual  work  can  be  done  by  Juniors? 

7.  What  are  the  characteristics  and  interests  of  the  Inter- 
mediate period  ? 

8.  In  what  way  can  missionary  instruction  ha  best  given  to 
Intermediates? 

9.  In  what  ways  does  the  Senior  period  differ  strongly  from 
those  that  precede? 

10.  What  courses  of  missionary  study  would  you  suggest  for 
adults? 


For  Sunday-school  Workers  59 

The  following^  plan  of  Graded  Missionary  Instruc- 
tion was  prepared  for  use  in  Episcopalian  Sunday- 
schools  by  the  Rev.  Everett  P.  Smith,  formerly  Edu- 
cational Secretary  of  the  Domestic  and  Foreign  Mis- 
sionary Society  of  the  P.  E.  Church.  While  strictly 
denominational  it  is  very  suggestive  to  all.  The  hymn 
numbers  refer  to  the  P.  E.  Hymnal. 


l-H 

o 

u 

^ 

S 

p^ 

bl 

H 

o 

XA  S 

b 

^  - 

c 

HH     QJ 

U 

w 

>^    1 

F 

Pt^    H 

o 

<s 

?!  ^ 

^r 

o : 

>,   rt 

1— (    w 

rt    o 

l/J  < 

o   a 

>-H     J 

,i  w 

Ss 

< 

.2 1; 

W  5 

QS 

.  .C 

S^ 

23  Z. 
H   o 

o  ° 

IX 

Q 

b] 

H 

fe    ? 

O  " 

> 

^ 

u 

< 

J 

Oh 

>. 

1  John  4:8b. 
1  John  4  :  11. 
Mark  10  :  13-16. 
The  Ivord's  Prayer, 

with  explanation 

of  its  missionary 

elements. 
Hymn    562,    esp. 

verse  5. 

John  3  :  16. 
John  10  :  14-16. 
Matt.  28  :  16-20. 
Hymns  516,  540. 

U5 

!4 

0 
0 

n 

0 

< 
< 

s 

y 

S 
Pi 
►J 
u 

Bible  Missionary  .Stories. 

LVie  Shepherds,  the  ll'ise  Men.  the  Lost  Sheep, 
the  Cood  Samaritan,  etc. 
Missionary  Object  Lesson  Sets. 

Japan,  with  Teacher's  Helps. 

Africa,  with  the  same.     Each  $1.50. 
Modern  Missionary  Stories. 

"Child  Life  in  Mission  Lands."      Diffendorfer. 
Paper,  35c.;  Cloth,  50c. 

"^Seven  Little  Sisters."     Andrews.     50c. 

" Each  and  All."    Andrews.     50c. 

Japan  Picture  Cards.     Set  of  12,  20c. 

Bible  Mlssionary  Stories. 

Jonah  (the  man  who  did  not  believe  in  missions  \ ; 
the  Watchman.  Ezekiel  33  :  1-9;  Peter  and  Cor- 
nelius;    Foreign    Missionaries    sent    out    and 
coming  h,-xck  to  tell  their  story.   Acts   13:1-4; 
14:21-27. 

Missionary  Text-Books. 

1"  The  Missionary  Chain."     C.  M.  P.  C.  15c. 

1'  The  Ch'ercoming  of  the  Dragon."    Sturgis. 

"Japan for Jufiiors."    25c. 

"Africa  for  Juniors."  25c. 
Modern  Missionary  Stories. 

Young  Christian  Soldier.    "Weekly,  80c.  ;  month- 

_    ly,  10c. 

" Experiences  of  a  Junior  in  Missionary  Lands." 
Comegys.    50c. 

'a 

w 
a 

u 

H 

To  lead  the  child 
into   unselfish  ac- 
tivity    for     other 
children,    and    to 
show  the  love  of 
God,   the   Father, 
for   all    his    chil- 
dren. 

To      form      right 
habits    of     think- 
ing,   feeling,  and 
doing  for  Missions. 
(This    includes 
memory  of  leading 
stories,  facts,  and 
plans  of  Missions, 
to  develop  a  wish 
to  know  more.  Also 
plans    of     giving, 
pra^ing.and  work- 
ing for  Missions. ) 

«  0 

PRIMARY 
AGE 

6-9 

Home  Life 

JUNIOR 

GRAMMAR 

AGE 

9-12 

Information 

2  Cor.  8  :  9. 
2  Cor.  11  :  23-31. 
Acts  26  :  12-23. 
Hymns    507,    508, 

509,     319,     584, 

580,  261. 

John  10  :  14-16. 

Romans  10  :  12-15. 

Matt.  10  :  37-39. 

Matt.  25  :  31-40. 

Famous     Sayings 
of  Famous  Mis- 
sionaries. 

O 

Bible  Missionary  Stories. 

Christ.    John    1:1-14;  Phil.  2:5-11.     Comment  on 
these  to  show  Christ's  l,ove  and  Courage.    Give 
other    passages    to    emphasize    His   Wi.sdom, 
Patience,  etc.     Get  pupils'  help  in  suggestion 
and  selection. 

The  Seventy  as  Home  Missionaries.     Paul  as  a 
Foreign  Missionary. 
Missionary  Text-Books. 

"The    Kingdom    Groiving."        Bradner.        25c. 

_    Helps,  10c. 

"Uganda  s  White  Man  of  Work."   Fahs.  Paper, 
35c.;  Cloth,  50r. 
Modern  Missionary  vStories. 

"Romance  of  Missionary  Heroism."     l,ambert. 
fl.50. 

"Off  the  Rocks."     Grenfell.   fl.OO 

vStories  of  Fatteson,  Livingstone,    Gordon,  Chal- 
mers.    Button.     Each  50c. 

Domestic  Text-Books. 

"The  Anglican  Comtfiumon  in  the  Pacific."   25c. 

Used  with  "Christns  Redetnptor."     Paper,  35c. 

Cloth,  50c.     Helps,  10c. 
1  \  ( hit  line  Program  for  Meetings. ' '     Free. 
"Some   Strategic   Points   in  the  Home  Field." 
_   C.  M.  P.  C.     25c. 
"Supplemental  Leaflets."    50c. 
"  Helps  for  Leaders."    Free. 
Foreign  Text-Books. 

"Sunrise  in  the  Sunrise  Kingdom."    DeForest. 

Paper,  35c.     Cloth,  50c.     Helps.  10c. 
"The   Uplift  of  China."     Smith.      Paper.  35c. 
_   Cloth,  v50c.     Helps,  10c. 
"The  Atnerican  Fpiscopal  Church  in  China." 

Richmond.     Paper,  50c.     Cloth,  75c. 

Text-books  noted  in  High  School  Grade  can  be  used 
here.    Other  books  published  in  1908-9.     See  also 
Missionary   Book  Lists   of  the  N.  Y.  S.  S.  Com- 
mission   and    the    Dom.    and    For.   Missionary 
Society. 

To  present  Christ 
as  the  Ideal  Mis- 
sionary Hero,  and 
Missionary  Heroes 
as  His  Follo'wers. 

To  cultivate  Chris- 
tian altruism  and 
to  sho-vv  that  "the 
Brotherhood       of 
Man"  means  Mis- 
sions. 

To  form  and  fix  a 
Christian  Philoso- 
phy of  Missions. 

SENIOR 

GRAMMAR 

AGE 

12-15 

Hero  Worship 
and  Chivalry 

HIGH  SCHOOI, 
AGE 

15-18 

Spiritual  Heroism. 
Ivife  Work. 

POST-GRADU- 
ATE AGE 

18-25 
Principles  and  Ideals. 

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IX 

Developing  Missionary  Intercessors 

How  Missions  Help  the  Prayer  Life 

It  has  been  said  that  "if  a  few  men  of  our  generation 
will  enter  the  holy  place  of  prayer  and  become  hence- 
forth men  whose  hearts  God  has  touched  with  the 
prayer  passion,  the  history  of  his  church  will  be 
changed."  It  is  just  such  men  and  women  of  prayer 
that  the  Sunday-school  should  educate  and  develop. 
The  teaching  of  missions  will  help  to  accomplish  this. 
Historically,  one  will  learn  of  remarkable  answers  to 
prayer,  of  God's  concern  for  his  world  ;  and  the  present 
conditions  in  non-Christian  lands  will  reveal  the  ne- 
cessity of  earnest  definite  petitions.  No  one  can 
read  of  Dr.  Chamberlain's  remarkable  deliverance  at 
the  River  Godavery.andof  Livingstone's  experiences 
while  crossing  Africa,  of  the  erection  of  Dr.  Mac- 
kenzie's hospital  at  Tien  Tsin  through  the  favor  of  Li 
Hung  Chang,  of  the  wonderful  outpouring  of  the  Spirit 
at  the  Lone  Star  Mission,  in  India,  and  of  Pandita 
Ramabai's  life,  without  realizing  in  a  new  sense  the 
power  and  effectiveness  of  prayer.  Such  remarkable 
answers  show  that  prayer  is  z'ital,  and  such  it  should 
be  in  every  scholar's  life.  They  should  be  warned 
against  the  mere  mechanical  "saying  of  prayers,"  and 
should  learn  to  talk  with  God.  The  Buddhist  sets 
his  prayer-wheel  revolving  in  the  wind,  and  with  every 
64 


For  Sunday-school  Workers  65 

turn  of  the  wheel  he  thinks  he  secures  merit  for  him- 
self. Just  as  valueless  are  the  vain  repetitions  so  often 
offered  in  Christian  lands.  If  our  teaching  of  missions 
does  not  produce  a  more  intelligent  and  spiritual 
prayer  life  in  the  pupils,  then  we  have  signally  failed 
in  a  most  important  particular. 

Prayer  Should  be  Vital 

The  one  essential  is  that  prayer  for  missions  be  vital. 
If  it  is,  then  it  will  be  intelligent,  definite,  daily.  The 
first  requisite  for  praying  definitely  about  any  object 
is  to  be  informed  about  it.  Mission  study  gives  this 
necessary  information,  so  that  one  becomes  acquainted 
with  conditions  in  various  parts  of  the  world,  both  at 
home  and  abroad.  Intelligent  prayer  is  also  definite 
prayer.  Instead  of  asking  for  blessings  in  general, 
which  is  indefinite,  a  knowledge  of  a  particular  need 
leads  to  a  definite  petition.  If  word  comes  that  the 
missionaries  in  a  certain  station  are  in  some  peculiar 
danger  because  of  the  attitude  of  enemies,  or  if  in 
another  locality  there  is  a  discouraging  situation  be- 
cause of  prejudice  and  indifference,  or  if  reports  from 
another  field  indicate  rapid  growth  and  expansion,  each 
of  these  differing  conditions  calls  for  very  definite  and 
differing  prayer. 

Prayer  Cycles 

Prayer  for  missions  should  also  be  offered  daily.  To 
promote  this  on  the  part  of  all  the  scholars  should  be 
the  aim  of  every  school.  This  can  be  secured  by  pre- 
senting objects  in  the  form  of  a  Prayer  Cycle.  The 
Presbyterian  Board  of  Foreign  Missions  publishes  a 


66  Manual  of  Missionary  Methods 

Cycle  for  the  year,  a  different  missionary  being  sug- 
gested for  each  day,  so  that  in  the  course  of  the  year 
every  missionary  under  appointment  by  the  Board,  his 
location  in  the  field,  the  kind  of  work  he  is  doing,  and 
how  long  he  has  been  on  the  field,  are  all  indicated. 
A  leaflet  announcing  the  Prayer  Cycle  reads :  "Cut 
oiT  from  the  prayers  of  the  church,  the  missionaries 
feel  as  would  the  diver  whose  air  tube  was  discon- 
nected, for  prayer  is  indeed  the  missionary's  vital 
breath,  his  native  air.  But  how  can  we  pray  for  them 
if  we  do  not  know  who  they  are,  where  they  are,  and 
what  they  are  doing?  The  wilfully  unintelligent 
prayer  can  be  neither  fervent  nor  effectual.  By  simply 
following  the  Year  Book  day  by  day,  we  can  come  in 
touch  for  a  few  moments  with  the  special  work  of 
each  one ;  whether  teaching,  or  translating,  or  preach- 
ing, or  healing  the  sick." 

The  Presbyterian  Home  Board  publishes  a  somewhat 
similar  Cycle  for  the  home  field.  The  Baptist  church 
also  publishes  a  Prayer  Cycle,  quarterly,  throughout 
the  year,  and  other  denominations  have  similar  pub- 
lications. All  of  these,  however,  are  prepared  for 
adults  rather  than  for  children.  Hence,  a  special 
Prayer  Cycle  for  use  in  Sunday-schools  has  been  issued 
by  the  Presbyterian  Boards  of  Home  and  Foreign 
Missions,  as  follows : — 

A    PRAYER  CYCLE- 

FOR  THE  USE  OF    SUNDAY-SCHOOL  PUPILS 

SUNDAY.  Pray  for  the  success  of  all  Christian  work  in 
your  own  town.    Give  thanks  for  mercies,  and  ask  for  a  glad 


For  Sunday-school  Workers  6/ 

heart  that  shall  commend  to  all  with  whom  you  come  in  con- 
tact, the  religion  you  profess. 

MONDAY.  Pray  for  our  country — a  Christian  nation. 
Ask  that  all  Christians  may  help  to  make  and  keep  it  so,  in 
deed  as  well  as  in  name. 

TUESDAY.  Pray  for  our  country — the  Homeland.  Give 
thanks  for  your  own  home  and  ask  that  God  will  bless  all 
efforts  put  forth  to  build  up  Christian  homes  throughout  our 
land,  among  the  "exceptional  peoples" — the  Indians,  Alaskans, 
Mormons,  Mexicans,  Mountaineers — the  Freedmen  and  the 
strangers  who  enter  our  gates. 

WEDNESDAY.  Pray  for  our  country — for  Christian  edu- 
cation. Give  thanks  for  your  own  opportunities  and  ask  that 
in  our  Mission  schools  and  in  public  schools  the  spirit  of  Christ 
may  be  taught. 

THURSDAY.  Pray  for  our  Mission  schools  in  foreign 
lands.  Ask  that  the  boys  and  girls  may  learn  to  know  and  love 
our  Master,  Jesus  Christ,  and  to  become  His  faithful  followers. 

FRIDAY.  Pray  for  our  missionary  doctors.  Ask  that  they 
may  relieve  and  comfort  the  sick  as  Jesus  did  and  that  they 
may  teach  them  to  know  that  Jesus  is  their  Friend,  and  the 
Lord  and  Giver  of  Life. 

SATURDAY.  Pray  for  our  missionary  teachers  and 
preachers.  Ask  that  they  may  be  so  like  Christ  that  they  shall 
win  the  people  of  every  nation  to  worship  the  Father  in 
Heaven.  Ask  that  every  Christian  may  help  to  make  Christ 
known  to  all  the  world. 

Constant  use  of  this  or  of  some  other  cycle  of  prayer 
shotild  be  enconrag-ed  and  the  scholars  thus  led  into  a 
closer,  more  vital  sympathy  with  the  extension  of  the 
Kingdom  of  God  in  the  world. 

Prayer  Covenants 

The  use  of  a  Prayer  Covenant  is  therefore  sug- 
gested, pledging-  the  individual  to  the  ministry  of 


68  Mamial  of  Alissionary  MetJiods 

intercession.      The    American     Baptist    Missionary 
Union  has  issued  the  following: — 

AMERICAN  BAPTIST  MISSIONARY  UNION 

A  PRAYER  COVENANT 

Recognizing  tliat  the  supreme  need  of  missions  is  prayer,  I 
purpose  to  intercede  each  day,  so  far  as  may  be  possible,  (i) 
for  the  peoples  of  mission  lands ;  (2)  for  the  missionaries  and 
their  native  co-workers;  (3)  for  those  who  administer  the 
work  at  home;  (4)  for  my  own  and  all  other  churches,  that 
they  may  give  themselves  more  earnestly  to  the  study  and  sup- 
port of  missions;  and  (5)  for  the  young  people  of  our 
churches,  that  a  larger  number  may  hear  the  call  of  God  tor 
missionary  service. 

Name    

City  or  Town 

Street    Address 

Date Church 

Fill  out  this  card  and  return  to  Box  41,  Boston,  Mass. 

Another  pubHshed  by  another  Board  reads  as  fol- 
lows : — 

PRAYER  COVENANT 

"Trusting  in  the  Lord  Jesus  Christ  for  strength,"  I  promise 
to  pray  daily  for  our  missionaries  who  are  in  the  field,  for  the 
consecration  of  many  new  ones  to  this  great  work,  for  increased 
interest  and  larger  membership  and  offerings  in  my  own  society, 
and  that  many  new  auxiliaries  may  be  organized  this  year.  Be- 
lieving that  I  am  personally  responsible  for  a  share  of  this 
work,  I  promise  to  do  all  in  my  power  to  advance  the  cause  of 
missions  wherever  and  whenever  I  have  opportunity,  and  to 
give  of  my  time,  talents  and  money  as  God  has  prospered  me. 

In  His  name. 
Signed    


For  Siinday-scJiool   Workers  69 

On  the  reverse  side  are  the  following  suggestions : — 

Pray  for  the  health  of  our  missionaries ;  ask  strength  of  the 
body  and  refreshment  of  the  spirit  for  those  who  have  been 
long  at  the  breach.  Ask  for  the  young  that  they  may  face  with 
courage,  and  at  the  same  time  with  prudence,  the  difficulties 
of  a  life  absolutely  new  to  them;  ask  facility  in  learning  the 
language  and  in  adapting  themselves  to  the  climate  and  the 
food.  Ask  especially  that  Christ  may  reign  over  their  whole 
being,  for  God  cannot  serve  himself  mightily  for  the  con- 
version of  souls  except  with  instruments  consecrated  to  him 
without  reserve. 

Ask  God  to  prepare  native  evangelists ;  ask  him  that  our 
publications  in  European  or  in  native  languages  may  advance 
his  kingdom. 

Can  you  not,  in  some  sort,  adopt  a  missionary  as  your  own 
representative  in  pagan  lands  and  pray  for  him  and  his  work 
as  if  they  were  really  your  own?  Cannot  you  take  possession 
of  a  country,  or  a  district,  or  a  missionary  station,  and  give 
yourself  no  rest  until  God  has  shed  his  spirit  upon  this  best 
object  of  your  prayers? 

Missionary  Intercessors 

This  suggests  to  the  Sunday-school  worker  the  idea 
of  Missionary  Intercessors.  It  has  been  pointed  out  in 
a  recent  leaflet  that  there  is  a  difference  between  mis- 
sionaries and  laborers.  Christ  prayed  that  the  latter 
might  be  sent  forth  into  the  harvest.  Laborers  may 
be  missionary  workers  on  the  field  or  missionary  inter- 
cessors at  home,  and  while  the  former  are  greatly 
needed,  there  is  as  great  or  even  greater  need  for  the 
latter.  Dr.  Hudson  Taylor,  of  the  China  Inland  Mis- 
sion, relates  how  one  of  their  stations  received  constant 
and  marvelous  spiritual  blessings,  so  much  so  as  to 
raise  an  inquiry  in  the  minds  of  the  missionaries  as 


7o  ]\Ia]iual  of  Missionary  MctJiods 

to  the  direct  cause.  Upon  his  return  to  England,  Dr. 
Taylor  was  met  one  day  by  a  stranger  who  asked  him 
many  questions  concerning  this  particular  mission 
station.  The  man  seemed  so  intelligent  regarding  all 
the  needs  and  conditions  of  the  work  that  Dr.  Taylor 
was  surprised,  and  upon  inquiry  learned  that  this  man 
and  the  missionary  in  China  had  made  a  covenant  to 
pray  for  each  other  daily.  The  missionary  sent  on  to 
England  explicit  reports  of  the  work,  and  his  friend 
at  home  gave  himself  to  the  ministry  of  intercession. 
It  would  be  an  excellent  thing  if  every  Sunday-school 
in  the  land  would  assume  a  prayer  obligation,  as  well 
as  a  financial  one,  for  some  definite  work  in  the  home 
and  foreign  fields.  The  scholars  would  thus  be  trained 
as  in  no  other  way  to  become  missionary  interces- 
sors. 

Prayer  in  the  Sunday-school 

In  addition  to  what  has  been  said,  there  should  of 
course  be  intelligent,  definite  prayer  in  the  Sunday- 
school  each  Sunday,  and  those  appointed  to  lead  in 
prayer  should  secure  beforehand  information  to  enable 
them  to  make  their  petitions  vital.  A  scanning  of  the 
daily  papers  will  often  give  one  a  knowledge  of  the 
existing  conditions  at  home  and  abroad,  and  thus  serve 
as  a  guide  to  prayer.  The  topics  for  the  day  pre- 
sented in  the  denominational  Prayer  Cycle  should  be 
placed  on  the  blackboard  each  Sunday,  in  full  view  of 
the  school,  thus  suggesting  to  the  scholars'  minds,  not 
merely  definiteness  in  prayer,  but  fostering  an  acquaint- 
ance  with   the   varied   missionary   activities    of   their 


For  Sunday-school  Worker's  yi 

church  and  suggesting  personal  daily  use  of  such  a 
Prayer  Cycle. 

It  is  well  to  make  a  class  for  a  stated  period  respon- 
sible for  presenting  definite  topics  of  prayer  for  each 
missionary  Sunday.  These  topics  may  be  suggested  by 
the  missionary  lesson  of  the  day  or  by  some  other 
definite  and  peculiar  need  which  should  be  brought  to 
the  attention  of  the  school  at  that  particular  time.  In 
addition  to  a  topic  of  prayer  for  a  particular  Sunday, 
it  is  also  well  to  have  a  more  general  topic  for  the  week. 
This  can  be  announced  likewise  on  the  blackboard,  the 
attention  of  the  school  being  called  to  it  by  the  super- 
intendent. 

Questions 

1.  In  what  ways  will  a  knowledge  of  missions  develop  the 
prayer  life  ? 

2.  What  did  Christ  mean  by  "vain  repetitions"  in  prayer? 

3.  What  are  the  essentials  of  vital  prayer? 

4.  What  is  the  value  of  a  "Prayer  Covenant"? 

5.  What  is  a  missionary  intercessor? 

6.  What  advantage  is  there  for  an  individual  or  a  Sunday- 
school  to  assume  a  prayer  obligation  for  a  particular  part  of 
the  mission  field? 

7.  Why  should  those  who  lead  in  prayer  in  the  Sunday- 
school  have  definite  missionary  information  beforehand? 

8.  Why  should  the  names  of  missionaries  to  be  prayed  for 
be  posted  on  the  blackboard? 

9.  How  can  classes  in  the  Sunday-school  help  develop  the 
spirit  of  prayer  in  the  school? 


Developing   Missionary  Giving 

Giving  Money  and  Self 

Cyrus  Hamlin,  the  founder  of  Robert  College  in 
Turkey,  declares  that  his  becoming  a  missionary  was 
due  to  a  contribution-box.  When  but  a  small  boy,  one 
day  he  went  off  to  the  annual  village  muster,  which 
was  always  a  great  occasion  in  a  New  England  village. 
He  was  given  seven  pennies  by  his  mother  with  which 
to  buy  his  luncheon.  As  she  handed  them  to  him  she 
said,  "Perhaps,  Cyrus,  you  will  put  a  cent  or  two  into 
the  contribution-box  at  Mrs.  Farrar's."  As  he  drew 
near  the  house  he  wished  that  his  mother  had  not  said 
one  or  two,  but  he  finally  decided  on  two  for  missions. 
Then  conscience  began  to  work.  Two  pennies  for 
missions  and  five  for  himself?  That  would  not  do, 
so  he  decided  on  three  for  missions.  But  he  was  still 
not  satisfied,  and  when  he  reached  Mrs.  Farrar's  door 
he  said  to  himself,  "Hang  it  all !  Fll  dump  them  all 
in  and  have  no  more  bother  about  it,"  and  with  this 
he  put  all  seven  pennies  in  the  box.  It  meant  that  he 
himself  went  hungry  that  day  at  the  muster,  but  a  con- 
quest for  the  missionary  cause  had  been  made ;  and  it 
was  not  strange  that  in  later  years  such  a  boy  should 
gave  his  life  to  missions.  It  was  through  missionary 
giving  that  his  interest  was  so  deeply  stimulated  that, 
in  due  time,  he  gave  the  greatest  gift  possible  for 
any  one  to  give — himself. 
72 


For  Sunday-school   Workers  73 

Relation  of  Knowledge,  Interest,  and  Benevolence 

There  is  indeed  a  very  close  and  lop^ical  connection 
between  interest  and  benevolence.  We  do  not  give 
largely  of  our  means,  certainly  not  our  lives,  to  those 
objects  in  which  we  have  little  or  no  interest.  There 
is  also  a  logical  connection  between  intelligence  and 
interest.  We  are  interested  only  in  those  things  of 
which  we  know.  Hence  the  constant  need  of  fresh  and 
definite  missionary  information  if  there  is  to  be  con- 
tinued and  increasing  missionary  giving.  If  the  latter 
would  be  secured,  the  former  must  be  provided. 

It  is  a  great  mistake  to  magnify  the  appeal  for 
money,  and  there  will  be  no  need  to  do  so  if  facts  and 
needs  which  appeal  to  the  conscience  are  presented  in 
the  spirit  of  prayer,  and  people  are  told  that  they  may 
have  such  share  in  the  work  as  after  prayerful  con- 
sideration they  may  be  led  to  take.  It  is  impossible 
to  continue  to  pray  earnestly  and  definitely  for  any 
cause  without  feeling  a  personal  obligation  to  help 
answer  the  prayer  bysome  gift  of  money  or  of  service. 

In  the  Sunday-school  the  primary  aim  of  missionary 
education  should  not  be  to  secure  the  children's  money, 
but  to  give  them  information  that  will  arouse  interest, 
deepen  their  spiritual  lives,  and  lead  to  prayer,  benevo- 
lence, and  activity.  However  needy  a  cause  may  be, 
the  logical  order  of  information,  prayer,  benevolence, 
should  never  be  reversed  or  altered. 

Interest  Dependent  on  Investment 

If  on  the  one  hand,  as'  we  have  already  seen, 
interest  leads  to  benevolence,  then    on    the    other. 


74  Manual  of  Missionary  Methods 

interest  in  any  object  can  be  rightly  measured  by  the 
amount  of  investment  we  have  in  it — not  always  of 
money,  but  of  time,  of  thought,  of  efifort,  of  our  very 
selves.  In  fact,  our  interest  in  anything  is  in  direct 
proportion  to  our  investment.  As  far  as  money  is 
concerned,  a  man  is  interested  in  the  success  of  that 
business  in  which  he  has  a  share,  or  owns  some  stock ; 
he  is  concerned  about  the  standing  of  that  bank  in 
which  he  has  deposited  his  savings. 

A  child's  interest,  as  well  as  a  man's,  in  the  mission 
cause  will  depend  absolutely  upon  the  amount  invested ; 
not  of  money  merely,  but  of  thought,  of  time,  of  efifort, 
of  self.  It  is  how  much  of  ourselves  we  put  into  a 
game,  into  study,  into  business,  into  anything,  that 
measures  our  interest  and  determines  whether  we 
shall  meet  with  failure  or  success. 

Necessity  for  Expression  of  Interest 

It  is  highly  important  also,  for  the  very  best  good 
of  the  child  himself,  that  he  should  be  led  logically 
and  naturally  to  express  his  interest  in  some  direct  and 
tangible  way.  It  is  useless,  and  even  harmful  to  his 
character,  constantly  to  be  giving  him  information 
that  arouses  his  interest  if  no  opportunity  is  given 
for  the  expression  of  the  interest.  During  the 
Russian-Japanese  war,  a  returned  missionary  from 
Japan  was  addressing  a  crowd  of  East  Side  children 
in  New  York  City,  and  showing  what  good  could 
be  done  by  the  sending  of  comfort  bags,  picture 
cards  with  Scripture  verses,  etc.,  to  the  Japanese 
soldiers.    Instantly  at  the  close  of  the  address,  some 


For  Sunday-school  Workers  75 

of  the  boys  crowded  around  the  speaker  and  said, 
"Us  fellows  are  goin'  to  send  some  pictures  to  them 
Jap  soldiers."  Information  aroused  interest,  and 
interest,  like  the  gathering  steam  in  a  boiler,  sought 
some  way  of  escape  and  expression. 

It  is  absolutely  necessary,  therefore,  that  in  our  mis- 
sionary education  there  should  be  constant  opportunity 
for  the  expression  of  the  child's  interest.  This  can 
be  done  by  gifts  of  money  which  may  be  earned  or 
tithed,  or  be  the  result  of  self-denial ;  by  the  making 
of  some  object  which  will  be  useful  for  a  missionary 
box ;  or  by  the  doing  of  some  service  or  kindness  di- 
rectly to  others.  In  any  case,  whether  the  gift  is 
money  or  personal  service,  it  must  be  the  child's  own, 
a  part  of  himself.  Money  given  which  he  can  earn 
or  save  by  self-denial  will  be  the  expression  of  his 
interest  far  more  than  any  sum  given  him  by  parents 
or  others  simply  to  drop  into  the  contribution-box. 
In  one  case  it  is  a  part  of  himself,  in  the  other  he  is 
simply  an  agent  for  another.  In  the  one  case  he  is 
benefited ;  his  interest  deepened,  the  spirit  of  generosity 
has  had  opportunity  for  expression ;  in  the  other 
case  he  has  played  simply  an  impersonal  part,  and  has 
little  or  no  interest  in  the  gift  because  it  was  not  a  part 
of  himself. 

Why  the  Child  Should  Give 

The  question  with  which  we  are  more  particularly 
concerned  in  this  chapter  deals  with  the  train- 
ing of  the  child  to  give  his  money;  for  it  is  essential 
that  he  give,  not  merely  because  of  the  actual  need 


76  Manual  of  Missionary  Methods 

for  the  money,  but  because  of  his  need  to  give  it,  for 
the  development  of  his  own  character.  The  sense  of 
stewardship  should  be  early  instilled  in  the  child's 
mind.  He  very  soon  asserts  the  right  of  ownership  of 
possessions,  and  is  ready  at  times  as  a  very  little  child 
to  dispute  the  touching  or  taking  anything  that  is  his. 
But  he  must  learn  that  after  all,  that  which  he  calls 
his  own,  he  really  holds  in  trust.  Life  itself  and  all 
that  he  has,  is  a  gift,  and  for  it  he  must  render  an 
account  as  a  steward.  The  failure  to  appreciate  and 
recognize  this  truth  not  only  causes  selfishness  and 
creates  misers,  but  is  the  explanation  of  church  debts, 
deficits  in  mission  treasuries,  and  one  of  the  chief  hin- 
drances to  the  progress  of  the  Kingdom  of  God  in  the 
world.  Salvation  is  perfectly  free — purchased,  how- 
ever, at  the  cost  of  the  life-blood  of  the  Son  of  God; 
but  the  gospel,  which  is  the  proclamation  of  salvation, 
costs  money — always  has  and  always  will.  This  truth 
must  be  taught  to  the  young  people  in  our  Sunday- 
schools  if  the  church  of  the  next  generation  is  in  any 
fitting  measure  to  meet  her  obligation  to  world-wide 
evangelization. 

Some  Erroneous  Ideas 

There  are  some  erroneous  ideas  that  have  gotten 
abroad  among  certain  people  that  surely  need  to  be 
eradicated  by  the  process  of  education  in  the  Sunday- 
school. 

I.  A  miseonecption  of  the  relation  of  Mission  Boards 
to  the  local  church. — Some  persons  have  the  idea  that 
the  ]\Iission  Boards  are  organizations  apart  from  the 


For  Stinday-scJiOol   Workers  yj 

church,  organized  for  the  purpose  of  exploiting  a  work 
of  their  own,  for  the  support  of  which  they  look  to 
the  churches.  An  appeal  on  the  part  of  the  Boards 
for  a  work  in  the  home  or  foreign  fields  is  regarded 
by  many  churches  almost  as  an  impertinence.  Such 
churches  regard  any  appeal  for  work  outside  their 
own  four  walls  as  inimical  to  their  church,  and  a  church 
debt  or  other  pressing  obligation  is  pleaded  as  an  ex- 
cuse for  not  participating  in  work  beyond  their  own 
borders.  The  fact  is,  however,  that  the  Boards  are 
simply  the  agents  appointed  by  the  various  denomina- 
tions to  carry  on  the  world-wide  work  which  the  church 
at  large  recognizes  to  be  hers,  and  the  responsibility 
for  this  work  does  not  belong  to  the  Boards  apart 
from  the  church,  but  to  the  church  first  and  foremost; 
and  in  this  large  responsibility  every  local  church  of 
the  denomination  has  its  proportionate  share. 

These  truths  need  to  be  emphasized  and  to  be  made 
clear  in  the  Sunday-schools.  Only  thus  will  a  grievous 
misconception  be  cleared  away,  and  the  young  people 
realize  that  the  various  Boards  are  their  agents  to 
carry  on  their  work,  and  hence  that  loyal  and  sufficient 
support  must  be  given. 

2.  A  second  misconception  held  by  a  few  is  that  of 
money  contributed  to  Board  treasuries,  by  far  the 
larger  part  is  used  for  administration  expenses  by  the 
Board,  and  that  comparatively  little  reaches  the  direct 
object  in  the  home  or  foreign  field  for  which  the 
money  was  given.  This  of  course  is  absolutely  false, 
as  an  examination  of  the  accounts  of  the  treasurers 
of  any  of  the  denominational  Boards,  home  or  foreign, 


78  Manual  of  Missionary  Methods 

will  show.  The  fact  is  that  no  business  concern  hand- 
ling as  much  money  as  do  the  Boards  is  run  as  inex- 
pensively. The  administration  expenses  of  the  Board 
of  Foreign  Missions  of  the  Presbyterian  Church  in  the 
United  States  of  America,  1906-7,  including  salaries 
of  secretaries,  office  assistants,  publication  and  distri- 
bution of  reports,  literature,  postage,  etc.,  was  less 
than  7  percent  of  the  receipts.  Of  the  Board  of 
Home  Missions  of  the  same  church,  it  was  7.08  per- 
cent. In  other  denominations  the  percentage  was  about 
the  same  for  administration  expenses.  The  Foreign 
Board  of  the  Methodist  Church  expended  7.15  per- 
cent, of  the  Baptist  Church  about  8  percent,  of  the 
Congregational  Church  about  7  percent,  and  of  the 
Episcopal  Church  about  6  per  cent.  That  is,  of  every 
dollar  contributed  to  home  or  foreign  missions  in  the 
Presbyterian  Church,  for  example,  93  cents  goes 
directly  to  the  field,  and  the  other  7  cents  pays  all  the 
expenses  connected  with  securing,  forwarding  and  re- 
porting the  gift. 

On  the  other  hand,  if  a  single  dollar  was  con- 
tributed to  foreign  missions  of  the  Presbyterian 
Church,  it  would  cost  a  good  deal  more  for  an  individ- 
ual to  send  it  to  the  foreign  field  direct  than  to  send 
it  to  the  Board  for  transmission.  In  the  first  place, 
there  would  be  5  cents  postage  to  any  foreign  land, 
and  then  added  to  this  would  be  the  cost  of  exchange 
from  American  money  to  that  of  the  country  to  which 
it  was  to  go,  and  added  to  this  would  be  the  cost  of 
the  envelope  and  paper  of  the  accompanying  letter. 
Instead,  therefore,  of  93  cents  reaching  the  field  if 


For  Sunday-scJiool   Workers  yg 

sent  through  the  Board  as  the  medium,  only  about  90 
cents  of  the  dollar  could  possibly  reach  the  missionary, 
if  sent  directly  to  him  by  an  individual. 

Superintendents  would  do  a  real  and  valuable  service 
to  their  schools,  therefore,  if  each  year  they  would 
consult  the  reports  of  the  various  Boards  of  their  de- 
nomination, and  discover  just  what  percentage  of  re- 
ceipts was  required  the  preceding  year  for  administra- 
tive and  other  expenses,  and  give  the  information  to  the 
scholars,  so  that  they  who  give  the  money  may  know 
just  where  it  goes  and  what  it  costs  to  send  it. 

The  Undeveloped  Possibilities  in  Giving 

As  yet  neither  the  church  nor  the  Sunday-school  has 
commenced  to  give,  either  to  missions  or  other  benevo- 
lences, a  tithe  of  what  each  is  capable  of  doing.  It 
is  estimated  that  in  the  hands  of  evangelical  Christians 
in  the  United  States  alone  at  the  present  time  (1909) 
there  are  more  than  $29,000,000,000,  and  that  their 
wealth  is  increasing  at  the  rate  of  $800,000,000 
annually.  If  this  vast  amount  were  conscientiously 
tithed,  there  would  be  $2,900,000,000  in  the  United 
States  alone  turned  over  into  the  Lord's  treasury, 
and  an  annual  amount  in  addition  of  $80,000,000. 

Even  of  the  amount  contributed  by  Christians,  the 
large  percentage  goes  towards  the  support  of  local 
churches,  and  the  small  part  only  is  used  for  Home 
and  Foreign  Missions.  In  viev/  of  the  need,  we  may 
well  ask,  "Is  the  church  at  large  really  in  earnest 
in  her  missionary  work?"  And  because  of  the  fail- 
ure of  the  church  to  fully  meet  the  need  as  yet,  the 


8o  Maytual  of  Missionary  Methods 

importance  of  education  along"  the  line  of  systematic 
giving  to  missions  cannot  be  over-estimated. 

What  Might  be  Done 

In  the  Sunday-schools  of  North  America  there  are 
some  15,000,000  enrolled  members.  If  these  gave 
an  average  of  a  postage  stamp  a  week  to  missions, 
there  would  be  an  income  from  the  Sunday-schools 
alone  of  $15,600,000.  If  they  gave  an  average  of  a 
carfare  a  week,  the  sum  would  amount  to  $39,000,000. 
One  of  the  largest  denominations,  with  a  Sunday- 
school  membership  of  over  a  million,  averaged  for 
Home  and  Foreign  Missions  for  the  year  1908-09 
between  10  and  11  cents  from  each  of  its  Sunday- 
school  scholars.  If  the  Sunday-school  members 
would  only  begin  to  give  to  missions  according  to 
ability,  it  would  not  be  long  before  the  fathers  at 
home  would  be  giving  the  price  of  a  lo-cent  cigar  a 
week  to  missions,  and  the  mothers  a  carfare  or  two. 
These  figures  are  given  to  show  how  many  fold 
more  the  gifts  to  missions  might  be  if  they  were  placed 
by  Christians  simply  on  the  basis  of  the  averages 
mentioned.  Evidently  for  some  Christians  to  give  to 
missions  each  week  the  price  of  a  lo-cent  cigar,  or  a 
plate  of  ice  cream,  would  not  be  the  thousandth  part  of 
what  they  actually  ought  to  give.  The  trouble 
with  so  many  people  is  that  they  have  the  idea  that 
the  great  work  of  missions  is  a  2-  or  5-cents-a- 
week  affair,  and  hence  they  judge  it  somewhat  con- 
temptuously. They  must  be  led  to  see  that  it  is  a  world- 
wide enterprise,  in  which  millions  need  to  be  invested 


For  Sunday-school   Workers  8i 

and  expended.  When  the  church  awakes  to  this  reahza- 
tion,  a  new  era  will  have  dawned. 

We  are  now  brought  to  a  consideration  of 

The  Scriptural  Method  of  Giving 

The   only  really   universally   successful   method   of 
giving  is  that  "according  to  the  rule  of  three/'  having 
its  basis  in  the  scriptural  injunction,  "Upon  the  first 
day  of  the  week  let  every  one  of  you  lay  by  him  in 
store,   as   God   hath   prospered   him"    (i    Cor.    16:2). 
According  to  this  rule,  giving  will  be 
Individual — Every  one  of  you ; 
Systematic — On  the  first  day  of  the  week ; 
Proportionate — As  God  hath  prospered  him. 

In  the  Sunday-school  this  scriptural  method  of 
benevolence  should  be  taught  and  practised. 

Individual. — Determined  effort  should  be  made  to 
secure  an  offering  from  every  member  of  the  school. 
This  is  not  really  so  difficult  as  it  may  seem.  In  the 
Third  Presbyterian  Sunday-school  of  Newark,  N.  J., 
for  a  period  of  ten  consecutive  years  every  member  of 
the  school  made  an  offering  every  Sunday,  without  a 
single  omission.  The  amount  of  the  offering  each 
Sunday  was  not  stated,  but  the  number  of  scholars 
present  was  mentioned,  and  how  many  had  made  an 
offering.  Only  the  teacher  knew  what  each  scholar 
of  his  class  pledged  and  gave.  When  the  system  was 
first  put  in  operation  the  school  had  some  400  or  500 
scholars,  and  each  of  them  brought  an  offering  with  the 
exception  of  about  twenty.  The  following  Sunday  the 
number  of  non-contributors  was  reduced,  and  so  on 


82  Manual  of  Missionary  Methods 

for  several  Sundays,  until  finally  every  member  of  the 
school  was  contributing.  This  went  on  for  a  month 
without  an  omission,  then  for  six  months,  for  a  year, 
two  years,  five  years,  ten  years.  When  it  is  known 
that  this  is  a  school  whose  membership  is  not  made 
upwhollyof  childrenfromwell-to-dofamilies,  butthat 
some  of  the  children  are  self-supporting,  its  record 
is  all  the  more  meritorious  and  worthy  of  imitation. 
When  the  plan  was  first  introduced,  two  little  newsboys 
who  were  members  of  the  school  and  who  had  no 
home,  resolved  that  they  would  give  systematically 
with  the  rest,  and  so  they  pledged  between  them  one 
cent  a  week.  The  first  Sunday  one  of  them  brought 
the  penny  which  represented  half  a  cent  from  each,  and 
the  next  Sunday  the  other  boy  gave  the  penny.  But 
it  was  not  long  before  each  of  them  was  giving  a  penny 
a  week  and  more,  because  of  awakened  interest  and 
an  aroused  sense  of  responsibility. 

Systematic. — It  is  not  enough,  however,  to  secure 
a  gift  from  every  one  occasionally,  but,  as  in  this 
Newark  school,  the  giving  should  be  systematic.  This 
is  opposed  to  spasmodic  giving  based  on  a  passing 
emotion.  The  only  right  method  of  benevolence  is 
based  not  on  fancy,  caprice,  feeling,  but  on  principle. 
This  calls  for  the  setting  aside  at  stated  times  certain 
definite  amounts  for  the  Lord's  work.  System  enters 
into  our  whole  lives.  We  eat  systematically,  sleep  sys- 
tematically, work  systematically ;  why  should  we  not 
give  systematically?  Some  excuse  themselves  from 
pledging  any  definite  amount  systematically  because  of 
the  uncertainty  of  their  income.     But  any  pledge  so 


For  Stinday-scJwol   Workers  83 

made  is  revocable  when  necessary,  and  any  one  can  be 
very  sure  that  God  does  not  expect  him  to  do  more  than 
abihty  permits.  Pledges  for  other  obhgations  are 
made,  for  rent,  fuel,  food,  etc.,  and  by  careful  calcu- 
lation most  of  us  can  estimate  what  can  be  likewise 
pledged  for  benevolence. 

Proportionate. — "The  rule  of  three"  requires  that 
giving  should  also  be  proportionate.  Some  people 
give  sytematically,  but  not  proportionately.  In  the 
Primary  class,  years  ago,  they  learned  the  song  "Hear 
the  pennies  dropping,"  and  they  never  drop  anything 
else.  If  they  would  but  drop  their  penny-giving, 
instead  of  their  pennies,  and  advance  from  systematic 
to  proportionate  giving,  it  would  be  a  great  gain. 
Some  people  years  ago  adopted  the  2-cents-a-week 
plan  for  foreign  missions,  and  with  advancing  years 
and  increased  incomes  they  are'  still  giving  systemat- 
ically 2  cents  a  week,  and  no  more.  For  a  child 
to  give  2  cents  a  week  to  missions  may  be  both  sys- 
tematic and  fittingly  proportionate,  but  for  a  man  with 
a  salary  of  $25  or  $50  or  more  a  week  to  give  but  2 
cents  a  week  is  exceedingly  disproportionate.  Pro- 
portionate giving  for  the  Jew  meant  more  than  one- 
tenth  of  his  income.  Some  hold  that  a  tenth  was  for 
the  Levites  (Num.  18:  21,  24),  a  second  tenth  for  the 
Feasts  (Deut.  14:  22-24),  and  every  third  year  an- 
other tenth  for  the  poor  (Deut.  14:  2'8,  29).  Nay, 
for  him  it  was  not  giving,  it  was  simply  paying  what 
was  recognized  as  his  debt,  and  giving  began  after 
the  debt  was  paid.  Some  Christians  equal  the  Jew 
in  the  payment  of  the  tithe,    some    set    aside    less, 


84  Manual  of  Missionary  Methods 

some  give  in  addition  to  the  tithe.  Let  no  man  judge 
another  in  this  matter,  but  let  every  one  be  persuaded 
in  his  own  mind,  and  "as  God  hath  prospered  him" 
let  him  give,  "not  grudgingly,  or  of  necessity,  for 
God  loveth  a  cheerful  giver." 

These,  in  substance,  are  the  principles  of  giving  that 
must  be  taught  in  the  Sunday-schools  if  in  any  ade- 
quate measure  the  Kingdom  of  God  is  to  be  advanced. 
They  are  the  principles,  too,  on  which  the  development 
of  Christian  character  rests.  The  child  who  is  taught 
the  idea  of  stewardship,  and  who  systematically  lays 
aside  for  benevolent  purposes  a  definite  proportionate 
sum  of  all  that  he  receives,  will,  as:  a  man,  always 
have  on  hand  a  benevolent  fund  upon  which  he  can 
draw  in  response  to  appeals  that  constantly  come  to 
him,  and  thus  he  will  experience  the  real  joy  of  giving 
and  realize,  as  is  possible  by  no  other  method,  the  sense, 
of  his  stewardship. 

Should  Children  Make  Financial  Pledges  ? 

The  question  has  been  raised  as  to  the  advisability, 
or  even  possibility,  of  securing  pledges  from  children, 
on  the  ground  that  many  of  them  have  no  control  over 
definite  sums  of  money.  While  this  may  be  true  in 
some  cases,  there  are  very  few  children  who  do  not 
have  control  over  some  money  in  the  course  of  a  year. 
For  those  who  have  regular  allowances  it  is  an  easy 
matter  to  pledge  a  definite  sum.  Those  who  do  not, 
can  often  earn  money  in  various  ways,  by  running 
errands,  by  performing  duties  about  the  home,  by 
cleaning  off  snow  in  the  winter,  by  working  in  the 


For  Sunday-school   Workers  85 

store  half  of  Saturdays,  by  securing  subscriptions 
for  magazines,  by  doing  patch  work  or  darning,  by 
doing  small  printing  jobs  on  a  boy's  printing-press, 
etc.  In  some  of  these  ways  money  is  secured,  and 
being  earned  the  girl  or  boy  will  have  all  the  more 
pleasure  in  giving  it.  In  any  case  before  any  pledge 
is  made  the  scholars  should  be  counseled  to  advise 
w^ith  their  parents  as  to  what  pledge  they  should 
make. 

Methods  of  Collecting  Gifts 

As  there  is  need  for  method  in  the  laying  aside  sys- 
tematically a  definite  proportionate  amount  for  benevo- 
lence, so  there  is  a  need  for  method  in  the  collecting 
of  gifts. 

Mitc-boxcs  and  Coin  Cards. — There  are  the  numer- 
ous kinds  of  mite-boxes  and  coin  cards  of  varied  shapes 
and  designs  which  always  appeal  to  the  younger 
scholars.  They  are  made  in  the  form  of  churches, 
pyramids,  trunks,  dress-suit  cases,  drums,  eggs, 
crosses,  and  in  many  other  designs  to  represent  the 
particular  cause  for  which  the  money  is  to  go.  They 
are  furnished  by  the  literature  departments  of  the 
denominational  Missionary  Boards. 

]]^cckly  Envelopes. — For  older  scholars,  weekly  en- 
velopes dated  for  each  Sunday  in  the  year  are  used  by 
some  schools  in  connection  with  definite  pled^^es.  They 
are  a  great  aid  in  inculcating  the  habit  of  systematic 
giving.  In  using  them,  care  should  be  exercised  to  have 
it  distinctly  understood  by  each  scholar  to  what  object 
the  money  is  to  be  devoted.    This  can  be  made  clear  by 


86  Manual  of  Missionary  Methods 

using  different  colored  envelopes  for  different  offerings, 
and  printing  briefly  on  the  outside  of  the  envelope  the 
designated  object. 

Shares  of  Stock. — In  the  Union  Street  Presbyterian 
Church,  of  Oakland,  California,  there  originated  the 
idea  of  the  Missionary  Substitute  Company.  Shares 
in  the  company  were  sold  at  5  cents  a  month,  and 
stockholders  were  given  certificates  of  stock  and  had 
the  privilege  of  voting  at  the  stockholders'  meetings 
when  the  disbursement  of  the  funds  was  under  con- 
sideration. Shares  were  sold  both  in  the  Sunday- 
school  and  the  church,  and  the  plan  worked  admirably, 
increasing  the  gifts  for  home  and  foreign  missions 
many  fold,  and  enabling  the  church  to  support  several 
missionaries.  This  plan  has  been  successfully  used  in 
many  churches  of  the  West.  Holding  shares  of 
stock  trains  the  Sunday-school  scholar  to  regard 
missions  as  an  enterprise  in  which  he  should  in- 
creasingly invest. 

Other  Attractive  Devices 

The  Dollar  Bond — issued  by  the  American  Baptist 
Missionary  Union  is  somewhat  similar  to  the  plan 
of  the  Missionary  Substitute  Company,  but  is  denom- 
inational purely.    The  bond  reads  as  follows  : — 

One  Dollar  Bond.  A  share  in  the  Stock  of  the  American 
Baptist  Missionary  Union  and  the  Woman's  Baptist  Foreign 
Missionary  Societies.  A  Company  doing  the  King's  Business 
in  Japan,  China,  the  Philippines,  Burma,  Assam,  South  India, 
Africa,  and  Europe.  References:  Luke  2:10;  Matthew  28:19, 
20;  Acts  1:8;  2  Corinthians  5:19,  20;  Romans  10:14.     Securi- 


For  Sunday-school   Workers  87 

ties :  The  promises  of  God.  Dividends :  An  hundredfold  in 
this  present  time  and  life  everlasting.  Capital  Stock:  The 
earth  is  the  Lord's  and  the  fulness  thereof. 

W^HAT  THE  DOLLAR   WILL  DO. 

Dime  No.  i  will  help  to  send  out  twenty-three  new  mission- 
aries this  year. 

Dime  No.  2  will  send  our  missionary  ship  on  its  errand  of 
peace  among  the  islands  of  Japan. 

Dime  No.  s  will  go  to  the  rescue  of  helpless  little  children 
from  slavery,  sin  and  death. 

Dime  No.  4  will  supply  a  brick  or  tile  for  a  new  chapel  or 
mission  house. 

Dime  No.  5  will  assist  toward  a  scholarship  for  a  boy  or 
girl  in  a  Christian  school. 

Dime   No.    6   will    provide    support    of    a    native    teacher, 
preacher,  or  Bible  woman. 

Dime  No.  7  will  brighten  the  Homes  for  the  Children  of 
Missionaries  in  this  land. 

Dime  No.  8  will  aid  in  our  medical  work,  and  preach  to  the 
soul  as  it  heals  the  body. 

Dime  No.  9  will  be  applied  to  the  salary  of  a  missionary. 

Dime  No.  10  will  collect  and  carry  the  other  nine  to  the 
uttermost  parts  of  the  earth. 

The  Whole  Dollar  will  be  given  to  our  Lord  to  prove  that 
we  love  him  and  desire  to  obey  his  last  command. 

IVill  you  take  a  dollar  share?     If  not,  can  you  take  a  dime? 

$25  will  provide  a  share  in  a  Mission  Station  from  which  you 
may  hear  twice  a  year. 

$50  will  do  that  and  make  your  pastor  or  superintendent  an 
honorary  life  member  of  the  Missionary  Union.  Send  for 
Prospectus. 

The  front  cover  of  the  bond  is  attractively  printed 
in  green  and  red,  and  on  the  last  page  there  are  ten 
divisions,  one  for  each  dime.     Every  person  who  col- 


88  Manual  of  Missiouary  Methods 

lects  or  gives  $i  on  the  bond  receives  from  the  Alis- 
sionary  Union  an  ilkistratcd  booklet  showing  the 
various  phases  of  missionary  work  to  which  the  money 
goes. 

The  Sudan  Relief  Expedition,  pubhshed  by  the 
United  Presbyterian  Church,  Philadelphia,  Pa.,  is  ar- 
ranged to  give  full  information  in  most  attractive  form 
of  the  work  carried  on  by  the  United  Presbyterian 
Church  in  the  Sudan.  A  small  booklet,  entitled  "The 
Sudan  Relief  Blue  Book,"  and  containing  several 
chapters,  is  provided  for  the  instruction  of  the  scholars. 
Accompanying  the  Blue  Book  is  a  large  map  of  Africa 
to  be  given  each  school.  The  Sudan  is  marked  off  in 
black  squares,  each  square  to  represent  different  sums 
from  25  cents  up  to  $5.  The  squares  when  covered 
with  seals  read  "Go  ye  into  all  the  world  and  preach 
the  gospel  to  every  creature." 

World  Conquest,  also  published  by  the  United  Pres- 
byterian Board,  describes  the  work  of  its  three  mission 
stations  in  Egypt,  the  Sudan,  and  India.  To  each 
class  is  furnished  a  map,  upon  which  there  are  steam- 
ships and  locomotives  outlined  in  red  leading  from 
the  United  States  to  the  three  mission  fields.  Each 
steamship  or  locomotive,  which  represents  the  value 
of  25  cents,  is  colored  black  by  the  class  as  each 
quarter  is  received.  The  total  possible  collection  for 
the  map  is  $5,  and  as  one  is  filled  others  can  be 
secured.  The  advantages  of  this  scheme  are  that  the 
location  of  the  various  mission  stations  of  the  United 
Presbyterian  Church  are  indelibly  fixed  on  the  schol- 
ars' minds,  as  they  see  the  map  repeatedly,  and  the 


For  Sunday-school   Workers  89 

steamships  and  locomotives  make  a  very  visible  con- 
nection between  the  home  land  and  the  mission 
fields. 

The  same  idea  can  be  used  by  any  Missionary  Com- 
mittee, making  use  of  steamers  and  locomotives,  or 
links  of  a  chain  to  bind  the  home  land  with  any  points 
in  the  home  or  foreign  fields  supported  by  the  partic- 
ular denomination.  Bookcases  drawn  on  cardboard, 
in  which  some  twenty  books  were  differently  arranged, 
were  used  by  a  school  in  New  York  to  collect  money 
for  home  missions.  Each  book's  value  was  reckoned 
as  25  cents,  $5  being  thus  collected  on  each  case ;  and 
as  each  quarter  was  received  in  the  class,  one  of  the 
books  was  colored  black.  The  books  were  meant  to 
represent  Bibles  needed  in  home  mission  work. 

A  Mile  of  Pennies  was  secured  by  a  church  in  Penn- 
sylvania to  pay  off  its  debt.  By  exact  calculation  it 
was  found  that  there  are  84,480  pennies;  in  a  mile, 
placed  side  by  side,  or  sixteen  to  a  foot.  As  the  debt 
was  just  $844.80,  it  was  decided  to  ask  every  one  in 
the  church  to  secure  as  many  feet  of  pennies  as  pos- 
sible. All  responded  eagerly  and  in  a  short  time  the 
money  was  raised.  A  mile  of  pennies  would  provide 
the  support  of  a  missionary  for  a  year  in  certain  fields, 
w4th  something  to  spare,  and  the  plan  is  suggested 
as  a  possible  one  for  many  schools  who  with  little 
effort  might  have  their  own  missionary  on  the  field. 

Class  Treasurers. — It  is  a  good  plan  in  the  older 
grades,  surely  in  the  Intermediate  and  above,  for  each 
class  to  appoint  its  own  treasurer,  who  will  be  respon- 
sible for  the  collecting  of  the  money  each  week,  turning 


90  Manual  of  Missionary  Methods 

it  over  to  the  school's  treasurer,  and  making  weekly  or 
monthly  reports  to  the  class  of  the  number  regularly 
contributing  and  of  the  total  amounts. 

Definite  and  Graded  Objects 

It  is  of  the  greatest  importance  that  every  scholar 
should  clearly  understand  what  is  the  object  for  which 
his  gifts  are  asked.  Instead  of  stating  that  the  offering 
will  be  for  the  Board  of  Home  or  Foreign  Missions, 
care  should  be  taken  to  explain  carefully  just  what 
these  Boards  represent,  the  number  of  missionaries 
and  workers,  the  character  of  their  work,  the  peculiar 
and  special  needs,  with  some  telling  illustrations. 
Unless  the  work  that  the  Boards  are  doing,  as  the 
agents  of  the  church,  is  thus  clearly  explained,  the 
scholars  regard  them  as  impersonal  organizations  in 
which  they  have  no  particular  concern. 

Care  should  be  used  also  in  presenting  such  objects 
as  will  appeal  to  the  natural  interests  of  the  child  in 
the  various  stages  of  his  growth.  For  instance,  a 
Primary  class  in  a  New  York  church  supports  a  crib 
in  the  Day  Nursery  of  an  East  Side  Mission,  and  con- 
tributes to  a  Verandah  School  in  India.  The  children 
are  thus  giving  to  other  little  children,  in  whom  they 
are  naturally  interested.  Other  departments  of  the 
same  school,  besides  other  gifts,  contribute  to  the  sup- 
port of  a  seaside  homewhere  the  children  of  the  tene- 
ments may  go  for  a  ten-days'  outing.  The  scholars 
were  asked  one  summer,  while  away  on  their  vacations, 
to  put  in  their  vacation  contribution  envelopes  their 
customary  weekly  gift  when  at  home,  and  this  money 


For  Sunday-school   Workers  -91 

gives  vacations  to  other  poorer  children  at  the  sea- 
shore. 

It  has  already  been  pointed  out  that  gifts  depend 
logically  on  interest,  hence  the  necessity  of  presenting 
to  children  appropriate  and  definite  objects  for  their 
benevolence.  The  Primary  child  will  naturally  have 
far  more  interest  in  helping  support  a  Verandah 
School  or  a  crib  in  a  Day  Nursery,  than  in  giving 
simply  to  home,  foreign  or  city  missions.  In  the  one 
case,  the  object  is  definite  and  on  the  plane  of  his 
natural  interest ;  in  the  other,  it  is  absolutely  indefinite 
and  meaningless.  If  deemed  advisable,  a  model  or 
picture  of  a  Verandah  School  and  a  doll's  cradle  or 
crib  might  be  kept  in  the  Primary  room  and  shown 
to  the  children,  explaining  clearly  the  objects  for  which 
their  money  goes,  thus  making  it  more  realistic. 

The  girls  and  boys  in  the  Intermediate  grade  of 
another  Sunday-school,  after  studying  the  life  of  Paton 
became  so  stirred  by  his  heroic  spirit  that  of  their 
own  accord  they  formed  a  New  Hebrides  Missionary 
Company,  and  sold  shares  at  10  cents  each,  forwarding 
the  money  to  Dr.  Paton  for  his  missionary  work. 

Definite  Objects  versus  Special  Objects 

While  all  giving  should  thus  be  definite  and  along 
the  plane  of  the  natural  interest,  the  various  denomi- 
national Boards  are  discouraging  what  has  been  known 
as  special  object  gk'iug.  This  meant  devoting  gifts, 
for  example,  to  the  support  of  a  particular  child  or 
native  worker  or  Bible  woman.  In  the  practical 
working  out  of  this  plan,  however,  great  difficulty 


92  Manual  of  Missionary  Methods 

was  experienced,  for  the  particular  individual 
thus  supported  might  die,  in  some  way  prove 
unworthy,  or  be  incapacitated  for  service.  The 
children,  too,  had  the  custom  of  growing  up  to 
be  men  and  women,  and  so  getting  beyond  the 
plane  of  the  Primary  child's  interest.  Almost  endless 
labor  was  imposed  upon  Board  treasurers  and  sec- 
retaries and  missionaries  on  the  field  in  an  attempt  to 
keep  the  particular  school,  church,  or  mission  band  at 
home  in  touch  with  the  special  object  of  their  interest 
and  benevolence  abroad.  Anything  detrimental  occur- 
ring would  tend  to  make  the  givers  at  home  lose 
interest  and  refuse  further  support.  For  these  reasons, 
the  Station  Plan  or  Parish  Abroad  idea  is  being  urged 
by  the  Boards.  Each  church,  Sunday-school,  class 
or  individual  is  asked  to  take  just  as  large  a  share  as 
is  desired  in  the  work  of  a  mission  station  or  parish. 
In  most  cases  a  particular  station  or  parish  can  be 
assigned,  and  regular  reports  of  the  work  thus  sup- 
ported are  sent  to  all  who  contribute  towards  it. 
Instead  of  having  one's  missionary  efifort  centered 
solelyonsomeparticular  child, nativeworker,  or  Bible 
reader,  and  staking  one's  whole  missionary  interest 
on  the  success  or  failure  of  this  individual,  the  other 
plan  gives  a  broader  vision  of  the  work,  a  larger 
interest  in  its  comprehensiveness,  and  develops  the 
spirit  of  missionary  giving  on  the  only  right  principle. 
The  gift  is  thus  localized,  but  not  personalized;  interest 
is  developed  in  the  work  which  is  permanent  rather 
than  in  a  worker  who  is  necessarily  temporary. 


For  Sunday-school   ]Vorkcrs  93 

Special  Giving 

Such  special  occasions  as  Easter,  Children's  Day, 
Rally  Day,  Thanksgiving  and  Christmas  afford  a 
splendid  opportunity  to  bring  before  the  Sunday-school 
some  special  need  of  one  of  the  Missionary  Boards. 
For  such  seasons,  most  of  the  denominations  publish 
special  programs  and  furnish  envelopes,  coin  cards 
or  mite-boxes  for  contributions.  They  can  usually  be 
obtained  free  in  any  quantity  desired  by  those  schools 
promising  an  oft'ering  to  the  Board  that  furnishes 
them. 

Reports  of  Gifts  Made 

Where  the  money  goes  must  be  reported  at  stated 
times  to  the  schools  if  missionary  giving  is  to  be 
developed.  When  this  was  not  adequately  done  in 
a  certain  Primary  Department,  some  of  the  children 
had  the  idea  that  the  teacher  used  the  money  for  her- 
self. Mr.  ]\Iarion  Lawrance  tells  this  story.  One 
Primary  scholar  said  to  another,  "Do  you  know^  that 
our  Sunday-school  teacher  chews  gum  ?"  The  other 
said,  "Well,  she  can  afford  to  when  we  give  her  all 
our  pennies."  It  would  not  be  strange  if,  under  such 
circumstances,  some  or  all  of  certain  children's 
money  for  the  Sunday-school  offering  should  be 
spent  for  candy  or  chewing-gum  for  themselves  on 
the  way  to  Sunday-school.  The  sure  way  to  pre- 
vent this  happening  is  to  arouse  a  controlling  inter- 
est in  the  object  for  which  the  Sunday-school  money 
goes,  not  only  by  telling  of  the  need  for  the  money 
in  the  first  place,  but  by  giving  graphic  reports  of 


94  JUanual  of  Missifltiajy  Methods 

what  has  been  accomplished  with  that  already  con- 
tributed. The  surest  way  to  secure  additional  dol- 
lars for  missions  is  to  tell  of  the  good  accomplished 
by  those  already  given. 

It  is  of  interest  to  show  the  growth  of  benevolence 
by  making  comparative  reports  with  the  preceding 
month  or  with  the  corresponding  month  of  the  past 
year.  An  earnest  effort  should  always  be  made  to  have 
a  record  of  how  many  members  of  the  school  are  con- 
tributing each  Sunday,  and  this  should  be  reported, 
as  well  as  the  amount  of  the  gifts. 

Attention  should  never  be  called  to  any  particular 
class,  all  of  whose  members  are  not  contributing.  But 
the  mere  mention  from  the  desk  that  the  whole  school 
is  contributing,  with  the  possible  exception  of  half 
a  dozen  or  a  dozen  members,  will  soon  awaken  in 
these  non-contributors  a  desire  to  become  regular  con- 
tributors too.  It  is  of  far  greater  importance  to  an- 
nounce that  every  member  of  the  school  has  made  an 
offering  for  any  particular  Sunday  or  number  of  Sun- 
days than  it  is  to  state  the  amount  collected.  There 
is  no  reason,  however,  why  both  should  not  be  reported. 

Questions 

1.  How  did  Cyrus  Hamlin's  gift  of  money  influence  him  later 
to  become  a  missionary? 

2.  Show  the  logical  connection  between  knowledge,  interest, 
and  investment. 

3.  Why  is  it  necessary  that  interest  should  lead  to  expres- 
sion ? 

4.  Why  should  we  seek  to  secure  "personal"  rather  than 
"impersonal"  giving? 


For  Siinday-school  Workers  95 

5.  What  is  the  relation  of  the  Mission  Boards  to  the  local 
church  and  Sunday-school  ? 

6.  Why  should  a  statement  of  the  administrative  expenses  of 
the  Boards  be  given  to  the  Sunday-school  ? 

7.  Mention  the  as  yet  undeveloped  possibilities  of  giving,  in 
the  Sunday-school. 

8.  What  are  the  three  principles  of  scriptural  giving? 

9.  What  is  the  difference  between  proportionate  and  sys- 
tematic giving? 

10.  Should  children  be  expected  to  make  money  pledges? 

11.  Mention  some  of  the  various  methods  of  collecting 
mission  money,  adapted  to  the  different  grades  of  the  Sunday- 
school. 

12.  Why  should  objects  of  benevolence  be  definite  and 
graded? 

13.  What  is  the  difference  between  definite  and  special  ob- 
jects ? 

14.  Why  should  a  report  be  made  of  the  gifts  received? 


XI 
Securing  Missionary  Recruits 

Giving  is  not  a  substitute  for  going  to  the  mission 
field,  provided  one  ought  to  go.  We  have  often  been 
told  if  we  do  not  go,  then  we  must  give ;  and  of 
course  we  should.  But  many  persons  try  to  still  their 
consciences  and  drown  the  voice  that  calls  to  mission- 
ary service,  by  giving  their  money  when  God  demands 
their  lives.  "There  is  no  monetary  equivalent  for  a  life," 
and  if  a  man  or  woman  has  ever  faced  the  duty  of 
becoming  a  missionary  and  has  tried  to  escape  it  by 
substituting  a  gift,  that  gift  is  not  an  equivalent.  Jesus 
did  not  say,  give  to  send  others,  but  go  yc  into  all  the 
world  and  preach  the  gospel  unto  every  creature.  That 
command  is  still  in  force,  and  if  you  as  a  consistent 
Christian  are  not  a  missionary  to-day,  then  it  must  be 
because  duty  and  the  voice  of  God  call  you  to  another 
line  of  service. 

Not  everyone  is  called  to  be  a  missionary.  Those 
who  are,  are  a  privileged  class.  Special  talents  and 
traits  are  needed,  and  those  who  do  not  possess  them 
can  serve  God  better  elsewhere  than  in  the  mission 
field.  "G.  P.  C.,"  seen  in  a  dream,  was  interpreted  by 
an  ignorant  but  well-meaning  man  to  mean  "Go 
preach  Christ,"  but  a  wiser  friend  suggested  it  meant 
"Go  plough  corn."  If  he  ploughed  corn  to  the  glory 
of  God,  he  would  find  opportunities  for  witnessing 
96 


For  Siinday-scliool   Workers  97 

for  Christ  in  tlic  cornfield,  and  be  more  useful  than  if 
he  should  attempt  to  do  that  for  which  he  was  neither 
fitted  nor  called. 

The  Missionary  Call 

While  on  the  one  hand,  we  should  hold  before  the 
Sunday-school  scholars  the  idea  that  giving  is  no 
substitute  for  going,  provided  God  has  given  the  call 
to  missionary  service,  yet,  on  the  other  hand,  only 
those  should  offer  their  lives  for  missionary  service 
who  have  received  a  distinct  call  of  God.  What  con- 
stitutes a  call  cannot  be  entered  itpon  here,  but  let 
every  one  be  fully  persuaded  in  his  own  mind.  The 
requirements  of  missionary  service  are  such  to-day 
that  only  the  best  equipped  spiritually,  intellectually, 
and  physically  are  being  sent  out.  The  old  idea  that 
those  unfit  for  service  at  home  were  good  enough  to 
send  abroad  is  not  the  principle  upon  which  recruits 
for  missionary  service  are  selected  by  the  church. 

The  Natural  Recruiting  Agency 

It  is  in  the  Sunday-school,  of  all  places,  that  recruits 
should  be  sought  for  missionary  service,  for  the  girls 
and  boys  are  then  at  the  most  impressionable  period 
of  life,  when  life  choices  are  made  and  when  the  heroic 
and  ideal  appeal  with  peculiar  force  and  power.  James 
Chalmers  was  fifteen  when  he  decided  to  become  a 
missionary,  and  in  response,  too,  to  a  letter  read  in 
Sunday-school  by  the  superintendent,  as  has  already 
been  pointed  out.  Eliza  Agnew  was  eight,  John 
Ludwig   Krapf    fourteen.      John    Coleridge    Patteson 


98  Manual  of  Missionary  Methods 

was  fourteen  when  his  attention  was  first  called  to 
missionary  service  by  Bishop  Selwyn.  Alexander 
Duff's  first  interest  in  missions  dated  back  to  the  time 
when  he  was  only  four,  and  Fidelia  Fiske's  to  the  age 
of  three. 

Avoid  Wrong  Stimuli 

No  attempt  should  of  course  be  made  so  to  work 
upon  children's  feelings  that  they  will  offer  themselves 
for  missionary  service  without  due  thought ;  but  broad 
foundations  of  intelligent  instruction  should  be  laid, 
portraying  conditions  and  needs  at  home  and  abroad, 
the  fewness  of  the  laborers,  and  the  opportunity  for 
service.  When  this  is  wisely  done  there  need  be  no 
fear  of  the  results.  With  the  mind  instructed  and  the 
feelings  stirred,  the  will  will  make  a  proper  choice 
under  the  direction  of  the  Spirit  of  God. 

There  is  no  reason  why  the  Alissionary  Committee 
should  not  aim  to  secure  recruits  for  missionary  service. 
In  fact,  this  should  be  their  very  definite  aim.  Among 
the  possible  life  choices,  the  privilege  of  missionary 
service  should  certainlv  be  presented.  For  a  boy  to 
become  his  country's  ambassador  in  a  foreign  land 
or  to  hold  a  high  position  in  the  government  at 
home  would  be  recognized  by  the  world  as  a  high 
political  honor.  To  be  the  ambassador  of  Christ 
is  a  greater  honor,  however,  and  to  have  a  share 
with  Christ  in  the  world's  betterment  and  redemption 
is  the  highest  ideal  for  a  life  choice  that  can  be 
brought  before  any  girl  or  boy. 


For  Sunday-school   Workers  99 

Reflex  Influences 

The  school  that  has  in  it  one  or  more  missionary 
vokinteers  will  have  its  spiritual  life  deepened,  its 
sympathies  broadened,  and  its  interest  quickened  in 
world-wide  evangelization  to  a  very  marked  degree. 
When  the  day  comes  for  the  young  missionaries  to 
go  to  their  fields  of  labor,  there  will  be  in  that 
school  from  which  they  go  a  more  vital  interest  in 
missions  than  ever  before.  Every  member  of  that 
school  will  feel  his  share  of  responsibility  for  sus- 
taining, by  prayer  and  benevolence  and  correspond- 
ence, his  own  missionaries. 

There  is  not  a  school  in  the  land  that  cannot,  by 
believing  prayer,  pray  into  being  missionaries  from  its 
own  membership,  and  that  should  be  the  constant  prayer 
of  pastor,  officers  and  teachers.  If  this  is  a  real  burden 
on  their  hearts,  and  if  the  joy  and  privilege  of  mission- 
ary service  is  held  before  the  scholars  constantly,  there 
will  be  responses  to  the  call. 

Systematic  graded  instruction,  definite  daily  prayer, 
proportionate,  systematic  giving,  securing  missionary 
recruits — these  should  be  our  aims  as  missionary 
workers  in  the  Sunday-school.  Anything  less  com- 
prehensive will  fail  to  meet  the  existing  need. 

Questions 

1.  Explain  the  phrase  "no  monetary  equivalent  for  a  life." 

2.  What  are  the  requirements  for  missionary  service? 

3.  Why  should  recruits  be  sought  in  the  Sunday-school? 

4.  What  will  be  the  effect  upon  the  spiritual  life  of  a  school 
in  which  such  recruits  are  sought? 

5.  How  is  it  possible  for  any  Sunday-school  to  send  out  one 
or  more  missionaries? 


XII 

How  to  Secure  and  Operate  the 
Missionary   Library 

It  is  said  to-day  that  in  many  places  the  Sunday- 
school  library  is  no  longer  serving  any  useful  pur- 
pose, and  that  the  books  are  not  read.  The  increased 
number  of  books  and  magazines  in  the  home,  and 
the  multiplication  of  public  libraries,  seem  to  have 
made  unnecessary  Sunday-school  libraries.  While 
this  may  be  true  in  some  measure,  yet  experience  has 
proved  that  there  is  a  large  place  for  an  up-to-date 
missionary  library.  It  fills  a  real  need,  and  if  it  is 
properly  stocked  and  circulated  there  will  be  marked 
advance  in  the  missionary  interest  of  any  school. 
In  one  church  in  New  York,  where  there  were  three 
young  people's  societies,  by  some  energetic  work  on 
the  part  of  the  Missionary  Commitee,  438  persons 
read  one  book  that  had  been  recommended. 

How  Books  Have  Influenced  Missionary  Decisions 

When  we  remember  that  such  missionaries  as 
Judson,  Livingstone,  Scudder,  Martyn  and  Marsten 
were  all  led  to  the  mission  field  through  the  reading 
of  missionary  literature,  we  can  see  the  possibilities 
of  good  missionary  books.  Buchanan's  "Star  of  the 
East,"  depicting  the  needs  of  India,  fell  into  the  hands 
of  Judson  and  led  him  to  consecrate  his  life  to  work 
100 


For  Snnday-scliool   Workers  lOl 

abroad.  Gutzlaff's  "Appeal  on  Behalf  of  China"  de- 
cided David  Livingstone  for  the  foreign  field.  Gordon 
Hall's  "The  Plea  of  Six  Hundred  Millions,"  picked 
up  from  a  table  while  waiting  to  see  a  patient,  led 
Dr.  John  Scudder  to  India.  "The  Life  of  Brainerd" 
so  inspired  Henry  Martyn  and  Samuel  Marsten  that 
the  former  went  to  India  and  the  latter  to  New  Zea- 
land. 

Instruction  Should  Create  Desire  for  Missionary  Literature 

There  must  be  missionary  intelligence  if  there  is  to 
be  missionary  interest,  benevolence  and  effort.  While 
the  inspiring  missionary  address  is  invaluable,  yet 
missionary  literature  will  reach  a  far  larger  audience, 
and  in  the  end  secure  greater  results.  Likewise  the 
class  and  platform  missionary  exercises  in  the  Sunday- 
school  must  be  supplemented  by  the  reading  of  instruc- 
tive and  interesting  missionary  books  if  the  scholars 
are  to  become  thoroughly  missionary  in  spirit.  In 
fact,  much  of  the  instruction  in  the  school  should  be 
aimed  to  create  a  desire  for  missionary  books. 

What  Books  to  Get 

There  are  three  things  that  concern  that  member  of 
the  Missionary  Committee  who  has  charge  of  the  mis- 
sionary library :  what  books  to  get,  how  to  get  them, 
how  to  get  them  read. 

There  should  be  eight  general  classes  of  missionary 
books  in  every  well-stocked  library. 

I.  Books  of  Methods,  for  Missionary  Committees 
and  workers,  such  as : — 


I02  Manual  of  Missionary  Methods 

"Missions  in  the  Sunday-school, "  by  Miss  Hixson.  35  cents 
in  paper,  50  cents  in  cloth. 

"Holding  the  Ropes,"  by  Miss  Brain.     $1.00. 

"Fuel  for  Missionary  Fires,"  and  "Fifty  Missionary  Pro- 
grams," by  Miss  Brain.    35  cents  each. 

"Leaders  in  Conference,"  by  Miss  Crowell.     30  cents. 

2.  Books  of  Reference,  such  as : — 

"The  Encyclopedia  of  Missions,"  by  Dwight. 

"The  Blue  Book  of  Foreign  Missions,"  edited  by  Dwight. 

"Christian  Missions  and  Social  Progress,"  by  Dennis. 

These  are  valuable  for  reference  in  the  prepara- 
tion of  papers  and  for  any  general  information  that 
may  be  desired. 

3.  Historical  Books,  treating  the  growth  of  the  mis- 
sionary idea  from  earliest  times, 

"Two  Thousand  Years  of  Missions  Before  Carey,"  by  Barnes* 
"A  Hundred  Years  of  Missions,"  by  Leonard. 
"Histories  of  Denominational  Missions," 

4.  Books  of  Travel,  Adventure  and  Discovery,  such 
as: — 

"How  I   Found  Livingstone"  and  "In  Darkest  Africa,"  by 
Stanley. 
"In  the  Forbidden  Land"  (Thibet),  by  Landor. 
"In  Tropical  Africa,"  by  Drummond. 
"How  Marcus  Wliitman  Saved  Oregon,"  by  Nixon. 
"My  Dogs  in  the  Northland,"  by  Young. 
"Voyages,"  by  Captain  Cook. 

It  was  the  last-named  book  that  aroused  William 
Carey's  interest  in  missions  and  led  to  his  becoming  a 
missionary. 


For  Siinday-scJiool  Workers  1 03 

5.  Descriptive  Books,  which  tell  of  the  people  and 
customs  of  foreign  lands,  or  describe  missionary  work : 

"Korean  Sketches,"  by  Gale. 

"Mosaics  from  India,"  by  Denning. 

"In  the  Tiger  Jungle,"  by  Chamberlain. 

"In  the  Cobra's  Den,"  by  Chamberlain. 

"Qiinese  Characteristics,"  by  Smith. 

"The  Minute  Man  on  the  Frontier,"  by  Puddefoot. 

"The  Story  of  Metlakahtla,"  by  Welcome. 

6.  Biographies.  These  are  the  most  fascinating  for 
general  distribution,  and  should  be  chosen  with  care. 
They  are  also  exceedingly  numerous.  They  can  be 
secured  in  single  volumes  or  in  collective  biographies. 
Among  the  latter  are : — 

"Heroes  of  the  Cross  in  America,"  by  Shelton. 
"Men  of  Might  in  India  Missions,"  by  Holcombe. 
"The  Romance  of  Missionary  Heroism,"  by  John  C.  Lambert. 
"Pioneers  and  Founders,"  by  C.  M.  Yonge. 
"Eminent  Missionary  Women,"  by  Mrs..  J.  T.  Gracey. 
"Empire  Builders,"  published  by  Church  Missionary  Society, 
London. 

Every  one  should  read  the  lives  of  Livingstone, 
Brainerd,  Judson,  Duff,  Paton,  Whitman,  Verbeck, 
Mackenzie,  Gilmour,  Chalmers,  Robertson,  Evans. 

7.  Books  of  Missionary  Fiction  and  Romance. 
Among  these  may  be  mentioned : — 

"The  Bishop's  Conversion,"  by  Maxwell. 

"A  Chinese  Quaker,"  by  Eyster. 

"The  Sign  of  the  Cross  in  Madagascar,"  by  Fletcher. 

"Two  Heroes  of  Cathay,"  by  Miner. 

"Black  Rock"  and  "The  Sky  Pilot,"  by  Connor. 


I04  Mafiual  of  Missionary  Methods 

8.  Selected  Libraries.  The  cheapest  way  to  secure 
missionary  books  is  to  get  the  selected  libraries,  from 
eight  to  ten  volumes  each,  including  many  of  the  above 
classes,  published  by  The  Student  Volunteer  Move- 
ment and  by  The  Young  People's  Missionary  Move- 
ment. Lists  of  those  now  published  will  be  found 
in  Appendix  C. 

It  should  of  course  be  borne  in  mind  in  selecting 
the  books  for  the  library  that  they  should  be  chosen 
with  reference  to  the  needs  of  the  various  grades  in 
the  school,  making  ample  provision  for  Primary, 
Junior,  Intermediate,  and  Senior  scholars.  The 
Juvenile  Library,  of  ten  volumes  ($5),  is  heartily 
recommended  for  the  younger  grades.  In  Appendix 
C  will  be  found  a  well-selected  list  of  books  for 
all  grades. 

How  to  Get  the  Books 

The  problem  with  some  is  not  so  much  what  books  to 
get  as  how  to  get  any  at  all,  because  of  the  meagreness 
of  the  Sunday-school  treasury.  Various  methods  may 
be  employed  to  secure  the  necessary  funds.  They  may 
be  solicited  personally  by  the  Missionary  Committee, 
or  perhaps  the  books  may  more  easily  be  secured  by 
asking  each  member  of  the  congregation  who  is  able 
to  do  it  to  contribute  a  special  one  that  is  desired  for 
the  library.  In  some  schools  a  book  social  is  held,  each 
person  attending  bringing  a  new  missionary  book  of 
his  own  selection  or  the  price  of  one.  .It  is  well  to 
have  posted  beforehand  a  list  of  the  books  desired. 
More  than  one  copy  of  a  popular  book  is  desirable. 


For  Sunday-school  Workers  105 

Inasmuch  as  so  many  more  volumes  can  be  secured 
in  selected  libraries  for  the  same  cost,  some  prefer 
to  get  people  to  give  the  retail  price  of  the  book  that 
is  in  a  selected  library  rather  than  to  purchase  the 
volume  singly.  With  the  combined  contributions 
the  school  can  then  procure  two  selected  libraries  for 
the  cost  of  the  individual  books  in  one.  As  the 
selected  libraries  have  uniform  bindings,  others  pre- 
fer to  pay  the  additional  cost  for  the  single  volumes 
in  order  that  the  original  binding  may  be  secured 
and  the  book's  individuality  be  preserved. 

How  to  Get  the  Books  Read 

Having  secured  the  books,  the  next  thing  is  to  get 
them  read.  Some  suggest  no  mention  of  the  fact  that 
certain  books  in  the  library  are  missionary,  for  the 
reason  that  some  scholars  have  an  erroneous  idea  that 
such  literature  is  necessarily  dull  and  uninteresting. 
Thebestwaytogetabookreadisto  have  some  capable 
person,  who  can  tell  a  story  well,  relate  in  about  three 
minutes  to  the  school  a  striking  scene  or  incident  from 
the  book.  Care  should  be  taken  not  to  tell  all  of  the 
incident,  but  only  to  the  point  of  greatest  interest,  and 
then  stop  when  curiosity  as  to  tliQ  outcome  is  at  its 
height,  stating  that  if  any  one  wants  to  know  how  it 
turns  out,  the  whole  story  can  be  found  in  such  and 
such  a  chapter  of  such  and  such  a  book,  from  which 
the  incident  is  taken.  This  usually  leads  to  a  call  for 
the  book  by  several  scholars  at  the  close  of  the  school. 

As  an  example  of  the  above  suggestion,  the  following 
might  be  told  to  a  Sunday-school : — 


io6  Manual  of  Missionary  Methods 

Eyery  girl  and  boy  here  has  seen  a  snake.  Many  of  the  boys 
have  killed  them.  Over  in  India  they  are  much  more  numerous 
than  here,  and  sometimes  they  come  into  the  houses.  One  day 
Dr.  Chamberlain,  an  American  who  was  living  in  India,  was 
lying  on  his  back  on  a  cot  in  a  native  house  reading.  All  of  a 
sudden  he  heard  a  strange  noise  above  his  head,  and  looking 
up  he  saw  an  immense  serpent  twined  around  a  rafter  and 
swinging  down  within  an  arm's  length  of  his  head.  In  a 
moment  he  was  on  his  feet,  and  rushing  out  of  the  house  he 
grasped  an  iron  pointed  bar  which  he  quickly  stuck  in  the 
serpent's  body.  Unfortunately  he  struck  him  so  far  down  that 
much  of  the  upper  part  of  the  snake's  body  was  free  and  ready 
for  serious  business.  It  was  a  critical  situation.  To  release 
hold  of  the  iron  rod  and  secure  a  club  would  mean  letting  the 
snake  free  and  that  would  give  the  reptile  a  distinct  advantage. 
On  the  other  hand,  without  some  weapon  to  strike  the  snake's 
head  as  it  thrashed  about  him,  Dr.  Chamberlain  was  power- 
less to  defend  himself.  Every  minute  the  situation  was  getting 
more  desperate.     He  held  on  as  long  as  he  could — 

The  result  of  the  encounter  is  told  in  Chapter  III,  of 
"In  the  Tiger  Jungle,"  by  Dr.  Jacob  Chamberlain,  en- 
titled "An  Encounter  with  a  Ten-foot  Serpent." 

The  story  of  "the  sinicing  of  the  well,"  and  how  it 
resulted  in  breaking  the  backbone  of  heathenism  in 
the  island  of  Aniwa,  and  "the  sermon  of  Sechele,"  the 
converted  chief,  both  recorded  in  "The  Life  of  John  G. 
Paton,"  are  likewise  good  material  with  which  to  whet 
the  appetite.  In  Rev.  E.  R.  Young's  "My  Dogs  in 
the  Northland"  is  some  splendid  material  for  story 
telling. 

Recommending  a  Selected  Passage 

Another  good  plan  is  to  ask  a  girl  or  boy  to  read 


For  Sunday-school  Workers  107 

an  especially  selected  passage,  say,  from  pages 
70  to  75,  of  a  book  which  is  intensely  interesting,  just 
giving  a  bit  of  an  idea  of  what  the  suggested  pages 
contain.  The  result  will  be  that  if  you  have  recom- 
mended the  right  sort  of  book,  the  scholar  will  read 
not  merely  pages  70  to  75,  but  the  whole  book,  and  in 
the  Sunday-school  class  the  next  Sunday  enthusias- 
tically recommend  it  to  all  the  rest.  You  have  been 
wise  enough,  however,  not  to  ask  for  the  reading  of  the 
entire  book,  which  the  scholar  might  not  have  con- 
sented to  do,  but  the  few  pages  you  recommended  were 
sufficient  to  create  a  desire  to  read  it  all.  For 
example,  go  to  some  bright  boy  and  say,  "John,  I 
thought  you  might  be  interested  in  reading  how  one 
feels  when  about  to  be  chewed  by  a  lion.  You  will 
find  the  account  in  this  book,  'The  Life  of  Living- 
stone,' on  pages  ."     Another  good  plan  is  to 

paste  a  sheet  of  paper  in  the  back  of  a  good  book 
headed  "Opinions,"  and  get  every  person  who  reads 
it  to  give  in  a  word  or  two  his  estimate  of  the  vol- 
ume, signing  his  name. 

Displaying  the  Books 

Some  schools  have  a  good  collection  of  books,  but 
they  are  in  some  remote  spot,  are  seldom  referred  to, 
and  never  read.  This  can  be  remedied.  They  should 
at  once  be  brought  to  light,  placed  in  a  book-case  or 
on  a  table  in  a  prominent  place  in  the  Sunday-school 
room  where  they  may  be  readily  seen.  If  covers  are 
upon  them,  they  should  be  removed,  so  that  the  bind- 
ings may  be  visible.    Reference  to  the  books  from  the 


io8  Manual  of  Missmiary  Methods 

desk  in  the  manner  above  suggested  will  create  a 
demand. 

The  Bible  School  of  the  Bedford  Presbyterian 
Church  of  Brooklyn,  N,  Y.,  has  succeeded  in  making 
the  library  one  of  the  most  useful  and  popular  features 
of  the  school.  For  a  number  of  months  the  books  had 
been  lying  idle  on  the  shelves.  Then  a  new  librarian 
was  appointed  who  possessed  ideas,  missionary  en- 
thusiasm and  grit.    A  report  of  what  she  did  follows : 

"Realizing  the  number  and  variety  of  interests  with 
which  we  must  compete  in  order  to  win  the  boys  and 
girls,  and  knowing  that  nothing  but  the  law  of  attrac- 
tion would  gain  and  hold  readers,  we  aimed  from  the 
first  to  make  the  library  popular.  Taking  a  suggestion 
from  the  book  reading  contests  and  the  posters  so 
much  used  in  school  life,  we  hunted  for  ideas  for 
sketches  in  college  annuals  and  gave  the  pictures  suit- 
able titles  so  that  they  would  appeal  to  the  ages  repre- 
sented by  the  dififerent  departments.  The  accompany- 
ing cuts  show  some  of  the  sketches  used  to  attract  at- 
tention and  arouse  interest.  The  answer  to  each  ques- 
tion asked  was  to  be  handed  in  as  an  essay  based  on 
the  books  recommended.  Those  who  wrote  success- 
ful essays  were  to  be  suitably  rewarded.  The  posters, 
together  with  the  various  books  and  awards  for  each 
department,  were  given  a  prominent  place  near  the 
platform  in  the  main  Sunday-school  room  and  were 
announced  for  several  Sundays. 

"About  twenty-five  persons  took  part.  We  asked 
the  teachers  of  the  adult  department  for  volunteer 
judges  from  among  the    older    students    and  six    or 


For  Sunday-school  Workers 


109 


seven  more  readers  were  secured,  although  the  final 
decision  as  to  awards  was  made  by  selected  teachers. 
The  awards  were  given  and  the  honor  that  was  due 
to  the  successful  contestants  was  dwelt  upon  on  the 


^o>  ■:ii>:^>?2!^^;:^^  ■•.>'• 


Oh  ye  of  the 

Training 

Classes 

Come  up  and  away  from'  the 
masses, 
And  get  your  name 
In  the  hall  of  fame 
To  be  known  to  the  world 

As  it  passes. 


If  a  scholar  in  the  Junior  Middle 
said  he  would  read  just  two  mis- 
sionary books  during  the  term, 
which  of  the  following  would  you 
suggest,  and  why  ? 

Topsy  Turvy  Land. 
When  I  was  a  Boy  in  China. 
With  Tommy  Tompkins  in  Korea. 
A  Junior's  Experience  in  Mission 
Lands. 

Award  :  Chinese  cash  mounted  as 
a  stickpin. 


evening  of  the  promotion  exercises  of  the  Bible  School, 
about  two  months  after  the  beginning  of  the  contest. 
Our  main  school,  including  Juniors,  numbers  about 
350.  Thirty  readers  from  these  seems  a  very  small 
beginning,  still  it  was  a  beginning. 


I  10 


Manual  of  Missionary  Methods 


"The  library  room  is  very  small  and  the  books  are 
arranged  according  to  grade — the  Junior  below,  Inter- 


Climb  up, 

Oh  Senior, 

To  the  very  first  place, 

Win    honor    and    fame    in    an 

intellect  race  ; 
Answer     this     question     with 

thoughts  deep  and  wise, 
And    you    will    be    given    this 

hard-earned  prize. 


If  you  had  ^io,ooo  to  give  to  mis- 
sions, to  what  work  would  you 
send  it — medical,  industrial,  or 
evangelistic  ?     Why  ? 

To  be  answered  in  connection 
■with  the  ONE  book  read. 

Uplift  of  China. 

Daybreak  in   the  Dark  Continent. 

Christian  Conquest  of  India. 

Award :    Flag,    with   this    inscrip- 
tion— FIRST 
B 
P 
B 
S 


mediate  next,  and  Senior  on  the  top  shelf — and  the 
scholars  come  in  and  look  them  over  to  make  their 
selection.     The  books  are  not    covered,    so    that    the 


For  Sunday-school  Workers 


III 


variegated  bindings  make  their  own  appeal.     For  this 
reason  also,  we  believe  in  the  original  attractive  bind- 


W^SA^«>.^ilgJS^^ 


Come  on, 

Intermediates, 

Bury  yourselves  in  a  book,  and 
bring  out  an  answer  to  the 
following  question  : 

If  you  could  be  a  missionary 
hero,  which  one  in  this  book 
would  you  prefer  to  be,  and 
why  ? 

Write  not  less  than  300  words 
and  not  more  than  500  words. 

ings,  where  they  can  be  afforded,  rather  than  the  col- 
lected libraries  of  uniform  bindings. 

"One  of  the  most  important  phases  of  the  work  is 


Read: 

Romance  of  Missionary  Heroism. 
Heroes  of  Missionary  Enterprise. 

Award :    Chinese  Cash,   mounted 
as  a  stickpin. 


112 


Manual  of  Missionary  Methods 


the  judicious  recommendation  of  the  right  books  for 
different  scholars.  As  Hbrarians  we  seek  to  build  up 
confidence  in  our  judgment  by  frank  statements  about 
the  books.    If  the  librarian  says  a  book  is  'just  great,' 


y  V 


Junior 


Middle 

Scholars 

Be  wise  and 
Get  a  prize. 


If  you  had  to  be  a  heathen  girl  or 
boy,  in  which  country  would  you 
prefer  to  live,  and  why  ? 

Read  the  following : 

When  I  was  a  Boy  in  China. 
Japan  for  Juniors. 
Africa  for  Juniors. 
Topsy  Turvy  Land. 

Award  :  Brownie  Camera. 


the  scholars  can  go  away  believing  that  they  really 
have  something  to  look  forward  to,  and  many  are  the 
satisfied  smiles  which  warm  our  hearts. 


For  Sujiday-scJiool  Workers  1 1 3 

"In  addition,  we  ask  the  opinions  of  the  scholars 
when  they  return  the  books.  If  a  boy  pronounces  a 
book  'bully'  or  'slick,'  we  are  quite  safe  in  repeating 
this  recommendation,  and  are  more  apt  to  be  success- 
ful if  we  use  the  same  picturesque  phraseology.  On 
the  other  hand,  if  he  does  not  like  the  book,  we  try  to 
find  out  his  reasons.  We  sometimes  repeat  them  to  a 
different  type  of  scholar,  but  not  usually  in  his  exact 
words,  as  they  are  apt  to  be  too  picturesque. 

"The  library  is  open  three-quarters  of  an  hour  be- 
fore the  session  of  Sunday-school  begins,  and  some 
of  the  scholars  discovered  that  it  was  a  good  place  to 
visit.  This  habit  was  encouraged,  because  those  who 
were  not  members  of  the  library  and  did  not  take  the 
books  home  gave  us  an  opportunity  for  missionary 
conversation.  Next  year  we  shall  fall  heir  to  the  hand- 
work made  by  the  classes  that  were  studying  missions 
this  year.  This  will  form  the  nucleus  of  a  missionary 
curio  cabinet,  upon  which  to  base  many  an  informal 
discussion  to  stimulate  interest,  and  make  an  opening 
wedge  for  further  missionary  education. 

"We  hope  also  to  have  the  library  open  at  least  one 
afternoon  a  week  and  one  evening,  equipping  one  cor- 
ner as  a  reading  room. 

"Our  best  patrons  come  from  the  Junior  and  Inter- 
mediate Departments,  for  only  about  four  readers 
could  be  secured  from  the  Senior  Department.  Some- 
thing had  to  be  done,  and  again  with  the  idea  of  work- 
ing along  the  line  of  their  own  activities,  and  by  the 
law  of  attraction,  we  called  in  a  Senior  boy  who  had 
taken  part  in  the  former  contest,  and  asked  him  con- 


114  Manual  of  Missionary  Methods 

fidentially  what  sort  of  a  scheme  he  thought  would  be 
successful  in  getting  Seniors  interested  in  the  library. 
He  thought  about  it  for  a  week  and  reported  the  fol- 
lowing Sunday  an  idea  which  we  liked  well  enough 
to  adopt.  It  was  as  follows :  Awards  were  to  be  given 
to  every  member  of  any  class  where  each  one  had  read 
three  books  in  the  following  two  months  and  had 
handed  in  the  answers  to  five  questions  placed  in  the 
back  of  the  books.  The  idea  was  that  those  not  other- 
wise interested  would  be  brought  into  line  through 
class  spirit.     Forty  Senior  readers  were  thus  secured. 

"There  seems  to  be  no  limit  to  the  variety  of  ways 
in  which  the  library  can  be  useful.  I  hope  that  some 
day  it  will  be  called  'The  Book  Store'  and  thus  give 
it  more  excuse  for  widening  its  circle  of  activities. 
During  the  summer  we  prepared  sample  books  of 
pictures  and  maps  to  assist  the  teachers  in  illustrating 
and  explaining  their  lessons,  and  missionary  subjects 
received  their  share,  the  small  outline  maps  proving 
especially  valuable.  These  were  ordered  from  the 
librarians  by  the  teachers  and  we  secured  them  in 
quantities.  In  this  way  many  more  teachers  were  led 
to  use  illustrative  material  than  if  they  had  been 
obliged  to  take  the  trouble  to  send  for  maps  and  pic- 
tures to  the  publishers. 

"Another  opportunity  of  stimulating  the  teachers' 
interest  in  the  library  and  making  it  popular  with  the 
whole  school  was  at  our  annual  teachers'  meeting, 
where  we  succeeded  in  making  the  library  an  oasis  in  a 
desert  of  reports.  More  posters  were  made,  and  the 
report  was  given  as  an  'illustrated  talk,'  each  picture 


For  Sunday-school  Workers 


115 


representing  some  phase  of  our  work.  The  first  poster 
showed  a  number  of  books  flying  from  the  shelves  out 
the  door,  to  iUustrate  our  removing  the  old  books  of 
second-class  fiction,  etc.  Another  pictured  one  book 
on  the  shelf  with  two  children  before  it,  showing  the 
proportion  of  our  best  books  to  the  members  wishing 


to  use  the  library.  Here  we  made  an  appeal  for  more 
books,  wherever  possible,  as  gifts  from  individuals. 
We  found  the  teachers  very  much  interested  and  more 
anxious  to  send  their  scholars  to  the  library  for  books 
after  this  annual  meeting. 


1 1 6  Manual  of  Missionary  Methods 

"We  have  a  vision  of  a  great  'trust' — a  'combination' 
of  library,  reading  room,  base  of  supplies  and  bureau 
of  missionary  information,  and  to  this  end  we  work 
with  great  delight." 

Questions 

1.  Mention  several  instances  showing  the  influence  of  books 
in  leading  to  a  decision  to  become  a  missionary? 

2.  Why  should  the  Sunday-school  aim  to  arouse  an  interest 
in  missionary  books? 

3.  What  kinds  of  missionary  books  do  you  consider  most 
essential  with  which  to  start  a  missionary  library? 

4.  Mention  several  ways    in  which  the  books  may  be  secured. 

5.  What  is  the  best  method  to  employ  in  order  to  get  the 
books  read? 


XIII 

The  Bulletin-Board  and  its  Uses 

The  bulletin-board  is  one  of  the  most  useful  adjuncts 
of  the  Missionary  Committee.  It  can  be  made  very 
inexpensively  of  some  cheap  wood  and  stained  to  cor- 
respond with  the  woodwork  of  the  room  where  it  is 
to  be  placed.  In  size  it  should  be  about  two  feet  square, 
or  larger  if  desired.  It  should  be  hung  in  some  prom- 
inent place  in  the  Sunday-school  room,  preferably  at 
the  entrance,  where  it  will  attract  general  attention, 
and  give  ample  opportunity  for  all  to  examine  it  as 
they  go  in  or  out.  If  the  Sunday-school  room  adjoins 
the  church,  so  that  persons  passmg  in  to  the  services 
of  the  latter  will  see  the  board,  so  much  the  better. 
The  attention  of  the  school  may  be  called  to  any  special 
item  that  is  upon  the  board  by  the  superintendent  or 
by  that  member  of  the  Missionary  Committee  who  has 
charge  pf  the  board.  This  can  be  done  when  the  gen- 
eral announcements  of  the  day  are  given  out. 

The  material  that  will  find  its  way  to  the  bulletin- 
board  is  almost  endless.  Notice  of  the  most  recent 
missionary  books  that  have  been  added  to  the  library, 
the  page  or  pages  of  a  certain  book  containing  a  story 
of  peculiar  interest,  attention  to  articles  in  the  current 
magazines  that  have  a  missionary  value,  should  all  be 
posted.  The  daily  press  should  be  scanned  for  the 
latest  most  important  news  that  has  any  bearing 

■-17 


Ii8  Manual  of  Missionary  Methoch 

upon  the  progress  of  the  Kingdom  of  God.  The  cable 
has  made  it  possible  for  us  to  know  within  a  few  hours 
what  is  going  on  in  China,  India,  Africa,  Japan,  or 
South  America.  If  there  is  a  famine  in  China,  a  race 
riot  or  a  temperance  victory  in  America,  make  mention 
of  it  on  the  bulletin-board,  taking  the  clipping  from  the 
daily  paper  with  the  paper's  name  and  date.  Paste 
upon  a  large  sheet  of  paper  and  use  some  striking 
headline.      For  example : 

Eating  Clay  in  China 

U.  S.  Transport  Anxiously  Awaited 

A  Bazaar  in  Shanghai 

were  the  captions  of  items  used  in  this  way.  On  May 
4,  1907,  there  appeared  in  the  New  York  Globe  a 
picture  of  the  Maharaja  of  Takari  in  his  Renault  auto- 
mobile. The  picture  was  cut  out  of  the  paper,  and 
underneath  was  printed  in  large  letters : 

The  Automobile  is  in  India 

So  is  the  Missionary 

Which  Was   First  ? 

In  the  spring  of  1907  there  was  an  advertisement  in 
the  New  York  papers  of  trips  to  the  Orient  by  a  certain 
steamship  company.    It  was  headed  : — 

Cherry  Blossoms  in  Beautiful  Japan 

It  was  placed  on  the  bulletin-board  with  this  question 
over  it; 


For  Sunday-school  Workers  1 19 

Could  the  Follo^ving  Advertisement  Have 
Appeared  in  an  American   News- 
paper Fifty  Years  Ago  ? 

Then  underneath  the  advertisement  appeared : 

If  Not,  Why  Not  ? 

See  the  Following  Books  in  the  Sunday-school 
Library : 
"Sunrise  in  the  Sunrise  Kingdom,"  Chapter  IV. 
"The  Gist  of  Japan,"  Chapters  IX,  X. 
"Japan  and  Its  Regeneration,"  Chapter  VI. 

Another  item,  referring  to  the  shipment  of  steel 
rails  into  China,  might  not  have  struck  the  ordinary 
reader  as  anything  remarkable,  but  a  missionary 
worker  saw  its  significance  from  the  missionary  stand- 
point, and  used  it  in  this  way : 

Steel  Rails  Going  into  China 

Did  Robert  Morrison  Find  Any  there    One 

Hundred  Years  Ago  ? 

When  ex-President  Roosevelt  started  on  his  trip  to 
Africa,  one  of  the  New  York  papers  published  the  next 
day  a  cartoon  showing  the  supposed  newspaper  office 
of  "The  Uganda  News"  in  the  heart  of  the  jungle,  and 
on  its  bulletin-board  this  announcement  to  the  "Jungle 
Folk" :  "New  York,  March  23rd,  He's  Started."  Every 
sort  of  jungle  animal  is  represented  as  running  off  in 


1 20  Manual  of  Missionary  Methods 

terror,  after  reading  the  dispatch.  This  cartoon  was 
cut  out,  placed  on  a  missionary  bulletin-board,  and 
underneath  it  these  words: 

Yes,  He's  Started 

But  Mackay  Was  Ahead  of  Roosevelt 

A  strange  letter  in  a  Frenchman's  boot 

started  him 

Told  in  "Uganda's  White  Man  of  W^ork" 

Ask  the  S.  S.  Librarian  for  it 

A  graphic  way  of  presenting  the  money  question  is 
the  following,  again  utilizing  a  clipping  from  the  daily 
press,  and  then  asking  a  question  which  required  some 
investigation  on  the  part  of  the  scholar: 

What  We  Spend 

On   Ourselves  On  Missions. 

Double    the    amount    ten    years  ? 
ago. 

Imports.  ^''^  ^"'^  ^"^""^'-•^ 

Jewelry     $42,000,000  Find  out  this  week  how  much 

Laces,  embroideries  . .     34,000,000  Protestant  Christians  in  America 

Tobacco     25,000,000  gave  for  missions  last  year.    Hand 

Feathers     7,000,000  answer  to  the  superintendent  next 

Champagne  6,000,000  Sunday. 

Copies  of  attractive  leaflets  may  also  be  placed  on 
the  board,  with  a  statement  that  they  may  be  secured 
by  asking  the  superintendent.  Here  are  the  titles  of 
some  good  ones : 

What  Business  Has  a  Business  Man  With  Foreign 
Missions  ? 

How  Billy  Fish  Became  a  Fisher. 

A  Yankee  Boy's  Questions. 


For  Sunday-school  Workers  121 

A  cartoon  from  a  New  York  paper  in  the  summer 
of  1907  represented  Uncle  Sam  standing  on  the  edge 
of  the  United  States,  with  his  pockets  bulging  with 
banknotes.  Opposite  him  on  the  shores  of  China  stood 
a  Chinaman  offering  a  bag  of  money,  $47,000,000,  and 
marked  "Boxer  Indemnity."  Uncle  Sam  benevolently 
waves  it  away  by  a  gesture,  saying,  "Keep  it,  I  don't 
need  it."  When  this  cartoon  was  placed  on  the  bulletin- 
board,  over  it  appeared  these  words : 

How  Will  this  Help  American  Missionaries 
in  China  ? 

Striking  sayings  of  great  missionaries  may  also  be 
put  on  the  board,  one  or  two  each  week,  the  name  of 
the  missionary  who  uttered  it  being  given,  or  sugges- 
tion made  that  in  a  book  in  the  library  will  be  found 
an  account  of  the  circumstances  which  called  it  forth. 
For  example,  the  following: 

When  Did   He  Say  It  ? 

"I  Place  No  Value  on  Anything  I  Have  or  May 
Possess,  Except  in  Its  Relation  to  the  Kingdom 
OF  Jesus  Christ." 

See  "The  Weaver  Boy  Who  Became  a  Missionary." 
Note  to  Scholars  : — Record  the  incident  in  your  note- 
books when  writing  up  this  week's  lesson. 

The  caption,  "Who  Said  It?"  may  head  a  list  of 
sayings  that  appear  on  the  board  for  a  month,  the 
children  being  urged  to  discover  who  was  the  author. 


122  Manual  of  Missionary  Methods 

Latest  items  from  the  mission  field  reported  by  the 
missionary  magazines  or  sent  out  by  the  denomina- 
tional Boards  in  bulletin  form  should  also  be  largely 
used.  The  ]\Iissionary  Review  of  the  World,  The 
Student  Volunteer,  The  Intercollegian,  and  The  Record 
of  Christian  Work  are  a  mine  of  information  along 
this  line. 

Twofold  Purpose  of  Bulletin  Board 

It  will  be  seen  that  the  bulletin-board  will  thus  be 
found  to  be  invaluable  in  promoting  missionary  infor- 
mation. Its  purpose  is  twofold ;  first,  to  give  informa- 
tion in  a  striking  way  that  will  be  easily  remembered, 
making  an  indelible  impression ;  and,  second,  to  arouse 
the  spirit  of  investigation,  to  whet  the  appetite,  and  to 
be  the  finger  mark  pointing  to  the  fields  of  interesting 
missionary  intelligence. 

The  bulletin-board  may  be  used  during  the  entire 
school  year,  and  not  merely  when  missions  are  a  special 
subject  of  study  for  a  short  term.  While  some  mem- 
ber of  the  Missionary  Committee  should  have  in  charge 
the  posting  of  the  items,  the  whole  school  should  be 
asked  to  make  contributions,  and  thus  be  trained  in 
their  reading  of  the  daily  papers  and  secular  as  well 
as  religious  press  to  gather  items  that  are  of  mission- 
ary interest  and  value.  The  collection  of  material 
might  be  delegated  to  several  of  the  older  classes  in 
turn  and  honorable  mention  be  given  by  a  vote  of 
the  whole  school  to  that  class  that  had  the  most  attract- 
ive and  valuable  collection  of  material  for  any  one 
month. 


For  Sunday-school  Workers  123 

Questions 

1.  What  is  the  practical  value  of  a  bulletin-board? 

2.  What  sort  of  information  may  be  posted  upon  it? 

3.  How  may  the  board  be  best  used  to  arouse  the  interest  of 
the  scholars? 

4.  Should  they  bring  items  to  be  posted  upon  it? 

5.  Should  the  board  be  used  only  on  Missionary  Sunday  or 
more  frequently? 


XIV 

Suggested    Material    for  Charts,  Diagrams,  Etc. 

It  has  been  stated  that  what  is  seen  by  the  eye  makes 
a  deeper  and  more  lasting  impression  than  what  is 
heard  simply  through  the  ear.  Charts  containing  strik- 
ing sayings  by  missionaries  or  others,  showing  compar- 
ative religious  and  social  conditions  in  Christian  and 
non-Christian  lands,  comparative  expenditures  of 
money  for  missions  and  for  other  things,  as  well  as 
maps  hung  on  the  wall  in  the  schoolroom  will  be 
examined  by  every  one,  and  are  extremely  valuable 
as  a  means  of  missionary  education. 

No  more  graphic  presentation  of  the  comparative 
need  of  Christian  workers  in  the  home  land  and  in 
India  could  be  shown  than  the  two  pictures,  one  of 
them  containing  a  thousand  persons  photographed 
in  the  streets  of  London  at  the  time  of  the  Jubilee  of 
Queen  Victoria,  and  representing  the  average  parish 
of  Protestant  Christendom,  and  the  other  some  fifteen 
feet  long  and  showing  approximately  155,000  people 
in  India,  the  average  parish  of  every  ordained  mis- 
sionary in  that  land.  So  dense  is  the  crowd  that  every 
inch  of  the  picture  shows  about  a  thousand  persons. 
These  two  pictures  can  be  stretched  on  the  walls  of  the 
Sunday-school  room  with  telling  effect.  They  are  pub- 
lished in  connection  with  a  booklet  entitled,  "New 
124 


For  Sunday-school   Workers  125 

Year's  Eve,  1900,  An  Indian  Dream,"  by  Lucy  E. 
Guinness,  and  can  be  obtained  from  the  Foreign  Mis- 
sions Library,  156  Fifth  Avenue,  New  York,  for  50 
cents. 

The  Young  People's  Missionary  Movement,  156 
Fifth  Avenue,  New  York,  has  pubHshed  a  series  of  six 
charts  or  diagrams,  showinp-  the  comparative  number 
of  Christians  and  non-Christians  in  the  world,  the  com- 
parative number  of  ministers  at  home  and  abroad,  the 
growth  of  Christianity  during  the  past  century,  the 
comparative  religious  beliefs  in  Africa,  how  Christians 
spend  their  money,  and  that  there  is  power  enough, 
money  enough,  and  men  enough  to  evangelize  the 
world  in  this  generation.  The  set  of  six  charts  can 
be  obtained  from  any  of  the  denominational  Boards. 
Prices  range  from  $1.25  to  $2  a  set,  according  to  the 
mounting.      They  are  reproduced  in  Appendix  D. 

Missionary  maps  of  the  world  showing  areas  and 
comparative  religions,  as  well  as  one's  own  denomina- 
tional mission  stations,  can  be  obtained  from  the  var- 
ious denominational  Boards.  One  of  these  maps 
should  always  be  in  full  view  f^f  the  school  on  mis- 
sionary Sunday.  Whatever  missionary  or  country  is 
being  studied,  attention  should  be  called  to  the  situa- 
tion by  means  of  a  pointer,  and  gradually  the  message 
of  the  map  will  find  its  way  into  the  minds  and  hearts 
of  the  school,  showing  the  world's  need,  and  familiar- 
izing each  scholar  with  the  work  and  mission  stations 
of  his  own  denomination. 

Miss  Brain,  in  her  admirable  book,  "Holding  the 
Ropes,"  has  classified  a  number  of  striking  sentences 


126  Manual  of  Missionary  Methods 

of  famous  missionaries  and  others,  and  as  many  of 
them  are  suitable  for  charts,  among  the  following  some 
have  been  taken  from  her  book: 

FOR  USE  AS  QUOTATIONS. 

The  Missionary  Obligation 

Jesus  Christ  alone  can  save  the  world,  but  Jesus  Christ  can- 
not save  the  world  alone. 

"Every  young  man  and  woman  should  be  a  junior  partner 
with  the  Lord  Jesus  for  the  salvation  of  the  world." — Jacob 
Chamberlain. 

"We  are  the  children  of  the  converts  of  foreign  missionaries, 
and  fairness  means  that  I  must  do  to  others  as  men  once  did 
for  me." — M.  D.  Babcock. 

"No  interest  in  Missions,  betrays  either  woeful  ignorance  or 
wilful  disobedience." — M.  D.  Babcock. 

The  Duke  of  Wellington,  when  asked  his  opinion  of  foreign 
missions,  replied,  "What  are  your  marching  orders?" 

"Wliile  vast  continents  are  shrouded  in  almost  utter  dark- 
ness, and  hundreds  of  millions  suffer  the  horrors  of  heathen- 
ism or  of  Islam,  the  burden  of  proof  lies  upon  you  to  show 
that  the  circumstances  in  which  God  has  placed  you  were 
meant  by  him  to  keep  you  out  of  the  foreign  field." — Ion  Keith- 
Falconer. 

"A  need,  a  need  known,  and  the  power  to  meet  that  need, 
constitute  a  call." 

"If  Christianity  is  false,  we  ought  to  suppress  it;  if  Chris- 
tianity is  true  we  are  bound  to  propagate  it." — Archbishop 
IVhateley. 

"No  man  has  money  enough  to  purchase  immunity  from 
personal  Christian  service." — /.  Campbell  IVhile. 

"As  long  as  there  are  millions  destitute  of  the  Word  of  God 
and  knowledge  of  Jesus  Christ,  it  will  be  impossible  for  me 
to  devote  my  time  and  energy  to  those  who  have  both." — /.  L. 
Ewen. 


For  Sunday-school   Workers  127 

The  Home  Church  and  World-wide  Evangelization 

"The  mission  of  the  church  is  Missions." 

"Only  as  the  church  fulfils  her  missionary  obligation  does 
she  justify  her  existence." 

"The  church  which  ceases  to  be  evangelistic  will  soon  cease 
to  be  evangelical." — Alexander  Duff. 

"Every  man,  woman,  and  child  in  heathen  darkness  is  a 
challenge  to  the  church." — 5".  Earl  Taylor. 

"Every  church  should  support  two  pastors — one  for  the 
thousands  at  home,  the  other  for  the  millions  abroad." — Jacob 
Chainberlaiit. 

"The  life  and  prosperity  of  the  home  church  depend  upon  the 
extent  and  energy  with  which  she  prosecutes  her  foreign  mis- 
sionary enterprise." — George  F.  Pentecost. 

Money  and  World-wide  Evangelization 

"We  cannot  serve  God  and  Mammon,  but  we  can  serve  God 
with  Mammon." — Robert  E.  Speer. 

"I  place  no  value  on  anything  I  have  or  may  possess,  except 
in  its  relation  to  the  Kingdom  of  Jesus  Christ." — David  Liv- 
ingstone. 

Medical  Missions 

"God  had  an  only  Son,  and  he  was  a  missionary  and  a 
physician." — David  Livingstone. 

"Medical  missionary  work  is  the  golden  key  that  is  to-day 
unlocking  many  of  the  most  strongly-barred  fortresses  of 
Satan." — Irene  H.  Barnes. 

"There  is  certainly  no  such  field  for  evangelistic  work  as  the 
wards  of  a  hospital  in  a  land  like  China." — John  Kenneth 
MacKenzie. 

"Our  remedies  frequently  fail,  but  Christ  as  the  remedy  for 
sin  never  fails." — John  Kenneth  MacKenzie. 

Miscellaneous 

"We  can  do  it,  if  we  will." — Samuel  J.  Mills. 
"We  can  do  it,  and  we  will." — Samuel  B.  Capen. 


128  Manual  of  Missionary  Methods 

"Expect  great  things  from  God,  attempt  great  things  for 
God." — William  Carey. 

"Anywhere,  provided  it  be  forward." — David  Livingstone. 

"Let  me  fail  in  trying  to  do  something,  rather  than  to  sit 
still  and  do  nothing." — Cyrus  Hamlin. 

"Prayer  and  pains  through  faith  in  Jesus  Christ  will  do 
anything." — John  Eliot. 

"Nothing  earthly  will  make  me  give  up  my  work  in  despair. 
I  encourage  myself  in  the  Lord  my  God  and  go  forward." — 
Words  of  David  Livingstone  shortly  before  his  death. 

"I  declare,  now  that  I  am  dying,  I  would  not  have  spent  my 
life  otherwise  for  the  whole  world." — David  Brainerd. 

"I  see  no  business  in  life  but  the  work  of  Christ,  neither  do 
I  desire  any  employment  in  all  eternity  but  his  service." — 
Henry  Martyn. 

"Turning  care  into  prayer." — The  favorite  expression  of  John 
Hunt  of  Fiji. 

"The  greatest  foes  of  missions  are  prejudice  and  indiffer- 
ence, and  ignorance  is  the  mother  of  them  both." 

"If  you  want  to  serve  your  race,  go  where  no  one  else  will 
go,  and  do  what  no  one  else  will  do." — Mary  Lyon. 

"Emotion  is  no  substitute  for  action." — George  L.  Pilkington. 

"The  prospects  are  as  bright  as  the  promises  of  God." — 
Adoniram  Judson. 

Dr.  John  Scudder  was  once  asked,  "What  are  the  discourage- 
ments of  your  work?"  "I  do  not  know  the  word,"  he  replied; 
"I  long  ago  erased  it  from  my  vocabulary." 

Vanderkemp,  the  veteran  missionary  to  Africa,  was  once 
asked,  "Have  you  ever  repented  being  a  missionary?"  "I 
would  not  exchange  my  work  for  a  Kingdom,"  was  his  reply. 

"Indifference  to  missions  is  the  worst  kind  of  treason.  En- 
thusiasm for  missions  is  the  measure  both  of  our  faith  in 
Qirist  and  of  our  love  to  man." — Henry  Van  Dyke. 

"Home  missions  does  not  mean  home  missions  for  home 
alone.  It  means  missions  that  begin  at  home  and  continue  for 
all  the  world.  We  want  America  for  Christ  because  we  want 
America  to  help  win  the  world  for  Christ." — Henry  Van  Dyke. 


For  Sunday-school  Workers  1 29 

Missionary  Mottoes  Used  by  the  Laymen's 
Missionary  Movement 

Not  how  much  money  will  I  give  to  God,  but  how  much 
of  God's  money  will  I  keep  for  myself. 

The  resources  of  God  are  promised  to  those  who  under- 
take the  program  of  God. 

Christ  is  either  Lord  of  all,  or  He  is  not  Lord  at  all. 

Let  us  advance  upon  our  knees. 

Prayer  and  pains  through  faith  in  Jesus  Christ  can  ao 
complish  anything. 

The  genius  of  Christianity  is  obedience  to  Christ,  partial 
surrender  means  partial  life. 

Life  is  most  worth  living  to  him  whose  work  is  most 
worth  while. 

God's  plan  depends  upon  Man. 

The  whole  business  of  the  whole  church  is  to  preach  the 
Gospel  to  the  whole  world. 

System,  not  spasm,  is  God's  method.  We  need  religion  in 
business,   business   in   religion. 

Love  never  asks  how  much  must  I  do,  but  how  much  can  I  do  ? 

A  man  may  give  without  loving,  but  he  cannot  love  with- 
out giving. 

Send  us  anywhere,  provided  it  be  forward. 

Ye  that  are  men  now  serve  Him. 

Consecration  to  God  means  service  to  Man. 

They  conquer  who  believe  they  can. 

No  one  ever  becomes  great  except  by  identification  with 
some  great  cause. 

We  cannot  serve  God  and  Mammon,  but  we  can  serve  God 
with  Mammon. 

The  goal  of  history  is  the  redemption  of  the  world. 

Churches  like  armies  grow  by  conquest.  When  conquest 
ceases,  mutiny  begins. 

The  more  religion  we  export,  the  more  we  possess.  Love 
grows  by  exercise. 

We  can  do  it  if  we  will.     We  can  do  it  and  we  will. 


130  Manual  of  Missionary  Methods 

Additional  Miscellaneous  Mottoes 

"Our  lives  as  the  dust;  our  duty  as  mighty  boulders." — 
An  old  proverb  of  the  Samurai  (Knightly  Class)  of  Japan. 

"The  soldier  who  refuses  to  obey  orders  is  a  mutineer." 
— J  as.  L.  Barton. 

"The  need  of  the  Ci.mpaign  is  the  measure  of  the  obliga- 
tion of  the  church." — Arthur  J.  Brown. 

"The  Spirit  of  Christ  i3  the  spirit  of  missions,  and  the 
nearer  we  get  to  Him  the  more  intensely  missionary  we 
must  become." — Henry  Martyn. 

"Deed  must  be  the  fruit  of  creed." — IVm.   T.  Ellis. 

"The  cause  of  Foreign  Missions  goes  down  to  the  roots 
of  the  spiritual  life,  and  we  need  look  for  no  abundance  of 
fruit  until  that  life  is  enriched." — Dr.  Arthur  Mitchell. 

'  The  church  must  go  and  grow,  or  else  she  will  stay  and 
starve;  she  must  extend  or  expire,  preach  or  perish." — IVm. 
T.  Ellis. 

"Our  only  concern  is  to  win  the  victory  regardless  of 
cost." — 5".  M.  Zwemer. 

"The  nineteenth  century  has  made  the  world  one  neigh- 
borhood; the  twentieth  century  should  make  it  one  brother- 
hood."— Joseph  Cook. 

"Brotherhood  spells  Christianity  in  terms  of  human  rela- 
tionship."— IVm.  T.  Ellis. 

"What  we  need  to  discover  in  the  social  realm  is  the 
moral  equivalent  of  war." — Prof  William  James. 

"Either  do  the  job  or  chuck  it;  don't  play  at  it." — Wm.  T. 
Ellis. 

"Foreign  Missions — the  biggest  work  in  the  world — 
should  be  done  in  the  biggest  manner  in  the  world  by  the 
biggest  men  in  the  world." — Wm.  T.  Ellis. 

"Do  not  pray  for  tasks  equal  to  your  powers,  pray  for 
powers  equal  to  your  tasks." — Bishop  Phillips  Brooks. 

"For  every  dollar  you  give  away  10  convert  the  heathen 
a"broad,  God  gives  you  ten  dollars'  worth  of  purpose  to  deal 
with  your  heathen  at  home." — Jacob  Riis. 


For  Sunday-school  Workers  131 

CHARTS. 

In  addition  to  quotations  from  famous  men  and  mis- 
sionaries for  use  as  mottoes  on  tlie  blackboard  or  on 
muslin,  larger  charts  and  diagrams  can  be  made  which 
will  be  striking  in  their  effect.  For  such  use  the  fol- 
lowing are  suggested : 

A  Divided  Church 

Is  it  well  to  say,  "Charity  begins  at  home"  about  the  time 
an  offering  for  foreign  missions  is  to  be  taken  ? 

Is  it  spiritual  and  Christian  economy  to  argue  that  until  the 
local  work  is  well  established  it  is  folly  to  ask  the  church  to 
give  for  missions,  especially  for  foreign  missions? 

In  1832  the  Baptists  of  Indiana  separated  on  mission  and 
anti-mission  lines,  each  division  numbering  about  3,000. 

In  1882,  fifty  years  later,  the  anti-mission  Baptists  still  num- 
bered about  3,000,  while  the  missionary  Baptists  had  increased 
to  37,000. 

In  1836,  the  Miami  Baptist  Association  of  Ohio  divided  on 
mission  and  anti-mission  lines.  Nineteen  churches  with  742 
members  excluded  six  churches  with  441  members,  for  having 
the  missionary  spirit. 

In  1888,  fifty-two  years  later,  the  nineteen  anti-mission 
churches  had  decreased  to  five  (one  has  since  died),  the  742 
members  had  decreased  to  151,  and  not  one  of  these  churches 
had  as  many  members  as  in  1836.  But  the  six  missionary 
churches  had  increased  to  65,  and  the  441  members  had  in- 
creased to  7,212. 

In  1840,  the  Baptists  of  North  Carolina  separated  on  mission 
and  anti-mission  lines,  the  missionary  Baptists  numbering 
about  24,000  and  the  anti-mission,  12,000.  Fifty  years  later,  in 
1890,  the  anti-mission  Baptists  of  the  state  were  still  about 
12,000,  but  the  missionary  Baptists  had  increased  to  300,000. 

Facts  speak  louder  than  words.  "There  is  that  withholdeth 
more  than  is  meet,  but  it  tendeth  to  poverty." 


132 


Manual  of  Missionary  Methods 


A  Divided  Church  on  the  Subject  of  Missions 

The   actual    condition   of   Bryan  Station  (Kentucky)    Baptist 

Church,    the   left   side  of   which  (as   you    look   at  the 

picture)  was  supported  by  missionary,  and  the 

right  side  by  anti-missionary  members. 


For  Sunday-school   Workers 


133 


A  Century  of  Progress 

1807 

One  hundred  Protestant 
missionaries. 

The  Bible  translated  into 
sixty-six  languages. 

No  Medical  Missions. 


Very  few  native  Christians. 

Four-fifths  of  the  world 
closed  to  the  Gospel. 

Practically  nothing  given 
for  Foreign  Missions. 

Christian  world  did  not 
believe  the  Gospel  would  save 
heathen. 

Churches  opposed  to  Mis- 
sions. 

Missions  not  recognized  in 
colleges. 

Practically  no  helpers. 


in  Foreign  Missions 

1907 

Eighteen  thousand  Protes- 
tant missionaries. 

The  Bible  translated  into 
nearly  465  languages. 

Eight  hundred  medical 
missionaries,  1,000  hospitals 
and  3,000,000  patients  annu- 
ally. 

A  native  church  with  over 
2,000,000  members. 

The  whole  world  open  to 
the  Gospel. 

$21,800,000  given  by  the 
Protestants  of  the  world  last 
year. 

Demonstrated  that  the  Gos- 
pel will  save  to  the  uttermost 
the  most  degraded. 

Now  deeply  interested. 

Thousands  of  volunteers 
now  on  the  field — thousands 
preparing  to  go. 

Seventy  thousand  native 
preachers,  evangelists,  teach- 
ers, and  helpers. 


Did  You  Ever  Hear  it  Said  : 

"I  do  not  believe  in  foreign  missions." 

"They  are  too  far  away." 

"There  is  so  much  to  be  done  at  home." 

If  that  had  been  the  belief  of  the  early  church,  Christianity 
would  never  have  gotten  beyond  Palestine,  and  we  to-day 
would  be  heathen. 


134 


Manual  of  Missionary  Methods 


Why  Not  Use  It  ? 


It  Will 


Dispel   Ignorance 
Remove  Prejudice 
Overcome  Indifference 
Arouse  Interest 
Promote  Investigation 
Stimulate  Prayer 
Encourage  Benevolence 
Provide  Missionaries 


The  key  should  be  drawn  on  a  detachable  piece  of 
muslin,  the  handle  part  alone  being  sewed  to  the  chart, 
and  along  the  length  of  the  key,  hooks  and  eyes  at- 
tached. When  the  key  is  drawn  back,  underneath  on 
the  chart  appear  the  two  words,  "Missionary  Educa- 
tion." 

Our  Church  Policy 

I.  It  is  the  mission  of  The  Whole  Church  to  give  the  gospel 
to  The  Whole  World. 

II.  This  entire  Church  being  A  Missionary  Society,  each 
member  of  The  Body  is  under  covenant  to  help  to  fulfil  the  will 
of  The  Head :  to  give  the  gospel  to  every  creature. 

III.  Every  Christian  is  commanded  to  "Go"  if  not  in  person, 
then  potentially,  having  a  share  by  gift  and  prayer  in  support- 
ing A  Parish  Abroad,  as  well  as  The  Parish  at  Home. 

IV.  Our  Giving  should  be  an  Act  of  Worship  (Prov.  3:9)  ; 
Cheerful  (2  Cor.  97),  and  according  to  the  Rule  of  Three 
(i  Cor.  16:2). 

Individually         "Let  every  one  of  you 

Lay  by  him  in  store  on  the 
Systematically       First  day  of  the  week 
Proportionately    As  God  hath  prospered  him." 


For  Sunday-school   Workers 


135 


Attention  may  also  be  drawn  to  the  need  of  mission- 
ary instruction  by  the  use  of  a  pyramid,  as  below : 


< 

//q i  f  t  s\ 

/Ny  P  r  a  y  e  r\ 

/Ny   I  n  t  e  r  e  s  t\ 

\/l  ntelligenceX 

\/instruction\ 

Look  at  the  foundation! 

(Note.— The  M  stands  for  "Missionaries.") 


Some  Questions 

CAN   YOU   ANSWER  THEM  ? 

How  shall  the  Christless  believe  in  Him  of  whom  they  have 
not  heard? 

How  shall  they  hear  without  a  preacher? 

How  shall  they  preach  except  they  be  sent? 

How  many  will  be  sent  if  every  Christian  would  do,  propor- 
tionately to  his  income,  as  much  for  missions  as  I  am  now 
doing? 

THINK  IT  OVER. 


136  Manual  of  Missionary  Methods 

Another  useful  chart,  answering  the  questionings 
of  some,  ought  to  hang  in  view  of  the  school  each 
Sunday  missions  is  studied : 

Missions  in  the  Sunday-school 

Our  Reasons 
Information 
Interest 
Inspiration 

Our  Aim 
That  the  NEED  and  OPPORTUNITY  of 
MISSIONS  may  become  to  us  so  real  that  we 
may  fulfil  our  own  obligation. 

The  Result. 
NOTHING       or       SOMETHING. 


Dependent  on 
our  own  personal 


STUDY 
PRAYER 
BENEVOLENCE 
OBEDIENCE 


The  following  is  also  useful: — 

The  Only  Explanation 

Either 
Inexcusable  Ignorance 

OR 

Wilful  Disobedience 

IF 

No  Interest  in  Missions. 
Which? 


For  Sunday-scJiool  Workers 


137 


"pxlD  VOU  SLIPPOSK  the 
■■-^  tield  of  Home  Missions  is 
growing  smaller?  Study  the  map 
and  read  of  the  tremendous 
movements  ot  population. 


INVESTIGATORS  declare  that  there  is 
scarcely  a  community  in  Europe,  the 
life  of  whose  common  people  has  not 
been  tind\urcd,  if  not  revolutionized,  by 
American  influences  infused  by  those  who 
have  reiurpcd  after  sojouhi  in  America,  or 
cffetiied  through  touch  with  relatives  who 
have  immigrated  and  remained  in  America. 
We  are  conducting  the  missionary  enterprise 
on  a  larger  scaJe  these  days. 


Ui 


VOLT  realize  that  we  have  sent  out 
from  us  during  the  past  few  months 
hundreds  of  thousands  of  missionaries 
in  the  persons  of  the  emigrating  immigrants? 
Yes,  that  is  what  they  are.  missionaries  gone 
on  a  propaganda;  gone  out  from  us  to  tell 
what  they  have  seen  and  heard  and  felt. 
Can  there  be  a  n)orc  important  missionary 
question  than  this.  "What  have  they  seen 
and  heard  and  felt?" 


THERE  are  between  sixteen 
and  twenty  thousand 
Protestant  Christians  in  Cuba 
and  Porto  Rico.  Ten  years  ago 
thero  were  practically  none. 


America 

A  Widespreading  Field  of 

Missionary  Endeavor,  a  Potent 

Force  of 

Missionary  Conquest 


The  Pacific  Coast " 

A  BATTLEFIELD  of  Titanic 
forces.  The  dominant  spiritual 
force  there  will  dominate  the  widest 
sea  on  the  globe  and  control  the 
civilization  of  two  continents. 


The  above  are  a  reduction  of  Home  Mission  Posters,  and 
are  part  of  a  set  of  ten.  Each  14  x  21  inches,  printed  in  two 
colors.  Paper,  15  cents  for  the  ten.  Stiff  cardboard,  75  cents, 
postpaid.  Order  from  Presbyterian  Board  of  Home  Missions, 
156  Fifth  Avenue,  New  York  City, 


138  Manual  of  Missionary  Methods 

If  You  Were  Sick 

Would  you  like  drums  beaten  to  drive  the  evil  spirit  ^way? 
They  do  it  in  Africa. 

Would  yon  like  some  innocent  person  to  be  accused  of  bewitch- 
ing you?     They  do  it  in  Africa. 

Would  you  like  red  hot  pins  stuck  in  your  flesh  to  let  out  the 
pain?     They  do  it  in  China. 

Would  you    like   paper   cats   strung   in    front   of   your   house? 
They   do   it   in   Korea. 

Would  you  like  a  mixture  of  scorpions,  toads,  centipedes  and 
wasps?     They  take  it  in  China. 

Would  you  like  broth  made  from  the  living  flesh  of  your  own 
child?     They  make  it  in  China. 
Truly  the  dark  places  of  the  earth  are  habitations  of  cruelty. 

Would  you  like  to  tell  those  afflicted  a  better  way? 

Would  You  Like  this  Dose  of  Medicine  ? 

It  is  often  prescribed  in  China : 

ii         Powdered  snake  2  parts. 

Centipedes   6  parts. 

Scorpions 4  parts. 

Wasps  and  their  nests  i  part. 

Toads  20  parts. 

Grind    thoroughly,    mix    with    honey    and    make    into    pills. 
Two  to  be  taken  four  times  daily. 

If  the  Christians  of  the  United  States 

would  give  each  week  to  Missions 

I  cent,  the  Income  would  be $10,000,000  a  year. 

The  cost  of  a  postage  stamp,  the  Income 

would  be  20,000,000 "     " 

The  cost  of  a  car  fare,  the  Income  would  be      50,000,000  "     " 

The  cost  of  a  plate  of  ice  cream,  the  Income 

would  be  100,000,000 "     " 

15  cents,  the  price  per  hour  of  the  most  un- 
skilled labor,  the  Income  would  be  .  . .     150,000,000  "      " 
We  now  give  7  mills,  or  the  equivalent  of  3  minutes  a  week 

of  the  most  unskilled  labor,  to  Foreign  Missions. 


For  Sunday-school   Workers  139 

What  Missionaries  Have  Done 

Missionaries  have  translated  the  Bible  into  about  seven-tenths 
of  the  world's  speech. 

It  is  to  missionary  efforts  that  all  South  Sea  literature  is 
due ;  there  is  noti  a  single  case  on  record  of  the  reduction  to 
writing  of  a  Polynesian  language  by  another  than  a  Christian 
worker. 

During  the  nineteenth  century  missionaries  reduced  to  writ- 
ing for  the  first  time  219  spoken  languages,  for  the  purpose  of 
Bible  translating.  Bishop  Patteson  alone  gave  a  written  form 
to  twenty-three  Melanesian  languages,  and  made  grammars  in 
thirteen  of  these. 

Missionaries  have  done  more  than  any  one  class  to  bring 
peace  among  savage  tribes. 

Missionaries  were  the  first  to  give  any  information  about  the 
far  interior  of  Africa.  They  have  given  the  world  more  accu- 
rate geographical  knowledge  of  that  land  than  all  other  classes 
combined. 

All  the  museums  of  the  world  have  been  enriched  by  the 
examples  of  the  plants,  animals,  and  products  of  distant  coun- 
tries collected  by  missionaries. 

"Perhaps  the  most  useful  drug  is  quinine,  and  the  world 
owes  it  to  the  Jesuit  missionaries  of  South  America." — Dr. 
Kecnc. 

The  missionaries  have  extended  the  world's  commerce.  The 
trade  with  the  Fiji  Islands  in  one  year  is  more  than  the  entire 
amount  spent  in  fifty  years  in  christianizing  them.  A  great 
English  statesman  estimated  that  when  a  missionary  had  been 
twenty  years  on  the  field  he  was  worth  in  his  indirect  expansion 
of  trade  and  commerce  ten  thousand  pounds  per  year  to  Brit- 
ish commerce. 

The  export  trade  of  the  United  States  to  Asiatic  countries 
jumped  from  about  $58,000,000  in  1903  to  about  $127,000,000 
in  1905,  which  was  due  chiefly  to  missionary  influence. 


140  Manual  of  Missionary  Methods 

The  Power  of  God  in  Japan 

An  Old  Decree. 

"So  long  as  the  sun  shall  continue  to  warm  the  earth  let  no 
Christian  be  so  bold  as  to  come  to  Japan." — Imperial  Edict, 
iS68. 

An  Older  Decree. 

"My  word  shall  not  return  to  me  void,  but  it  shall  accomplish 
that  which  I  please,  and  it  shall  prosper  in  the  thing  whereto 
I  sent  it." — Isaiah  55:11, 

A  Fulfilment. 

To  the  Y.  M.  C.  A.  of  Japan : — "Having  heard  of  your  work 
for  the  comforting  of  the  soldiers  at  the  front,  their  majesties, 
the  Emperor  and  Empress,  are  pleased  to  grant  you  the  sum 
of  ten  thousand  yen." — The  Imperial  Household  Department, 
May,  1905. 

Think  It  Over 

Of  every  two  infants  in  the  world  one  first  sees  the  light  in 
heathen  Asia:     To  what  instruction  is  it  born? 

Of  every  two  brides  one  offers  her  vows  there :  To  what 
affection  is  she  destined? 

Of  every  two  families  one  spreads  its  table  there :  What 
love  unites  their  circle? 

Of  every  two  widows  one  is  lamenting  there :  What  con- 
solation will  soothe  her? 

Of  every  two  orphan  girls  one  is  wandering  there :  What 
charities  will  protect  her? 

Of  every  two  wounded  consciences  one  is  trembling  there: 
What  balm,  what  physician,  does  it  know? 

Of  every  two  that  die  one  is  departing  there :  What  is  his 
hope  for  the  future? 


For  Sunday-school   Workers  141 

Why  ? 

Why  should  we  give  money  to  save  heathen  abroad,  when 
there  are  so  many  heathen  at  home  ? 

There  are  some  other  whys  equally  logical. 

Why  should  I  give  money  to  save  those  in  other  parts  of 
this  country  when  there  are  needy  ones  in  my  own  state? 

Why  should  I  give  for  those  in  other  parts  of  the  state  when 
there  are  needy  in  my  own  town? 

Why  should.  I  give  to  the  poor  of  the  town  when  my  own 
church  needs  money? 

Why  should  1  give  money  to  the  church  when  my  own 
family  wishes  to  have  it? 

Why  should  I  give  to  my  family  what  I  might  spend  on 
myself? 

Why? — Because  I  am  a  Christian,  not  a  heathen. 

Any  of  the  chart  material  or  quotations  that  have 
been  given  can  be  written  on  the  blackboard,  or  put  in 
permanent  form  by  printing  or  stenciling  on  muslin. 
A  complete  outfit  of  large  rubber  letters  mounted  on 
wood  can  be  obtained  at  printers'  supply  houses  for 
about  $4,  also  from  Millard  &  Co.,  12  East  Sixteenth 
Street,  New  York.  Muslin  can  be  purchased  for  a  few 
cents  a  yard.  The  help  of  some  of  the  older  boys  can 
be  secured  in  the  making  of  the  charts  under  the  direc- 
tion of  a  member  of  the  Missionary  Committee.  Var- 
ious combinations  of  three  or  four  quotations  can  be 
put  on  a  single  chart,  under  the  headings  given  above, 
or  such  as  "Heroic  Words  of  Great  Missionaries," 
"Who  Said  It?"  giving  the  quotations  and  arousing 
the  spirit  of  investigation  on  the  scholar's  part.  Sec- 
tions of  maps  for  use  on  a  particular  Sunday  can  be 
drawn  on  the  blackboard  during  the  week  by  some  of 


142  Manual  of  Missionary  Methods 

the  members   of  the   school.     The   Missionary   Com- 
mittee should  seek  to  enlist  the  co-operation  of  just  as 
many  members  of  the  school  as  possible,   in  all  the 
various  lines  of  work  that  need  to  be  done. 
Additional  charts  will  be  found  in  Appendix  D, 

Questions 

1.  Why  are  charts  valuable  for  use  in  the  Sunday-school? 

2.  What  ones  would  you  use  if  you  desired  to  appeal  to 
persons  indifferent  about  missions?  To  persons  who  give 
nothing  to  missions? 

3.  Suggest  a  selection,  of  quotations  and  chart  material  for 
use  in  a  school  knowing  nothing  whatever  about  missions. 

4.  How  can  the  co-operation  of  the  scholars  be  secured  in 
the  making  of  charts? 


XV 

A  Missionary  Sunday  Demonstrated 

Let  us  imagine  ourselves  visitors  on  "Missionary 
Sunday"  to  a  Sunday-school  organized  for  mission- 
ary work.  As  we  enter,  we  notice  that  the  secretary 
at  the  door  marks  the  attendance  of  all  scholars, 
thus  relieving  the  individual  teacher  of  the  necessity 
of  taking  time  for  this  during  the  Sunday-school  ses- 
sion. Near  the  door,  in  a  conspicuous  place,  is  a  bul- 
letin-board, and  our  attention  is  attracted  by  the  fol- 
lowing headline : 

Whose  Motto  ? 
Expect  great  things  from  God :   Attempt  great  things  for  God 

On  the  wall  back  of  the  platform  is  a  large  mission- 
ary map  of  the  world.  On  either  side  of  it  hangs  a 
chart.    One  reads  as  follows  : 

Missions  in  the  Bible  School 

Our  Reasons 
Information 
Interest 
Inspiration 

Our  Aim 

That  the  NEED  and  OPPORTUNITY  of  MISSIONS  may 
become  to  us  so  real  that  we  may  fulfil  our  own  obligation. 
The  Result 
NOTHING  or  SOMETHING 
r  STUDY 
Dependent  J  PRAYER 

on  our  own  personal  1   BENEVOLENCE 
[ OBEDIENCE 

143 


144  Ma?mal  of  Missionary  Methods 

The  other  chart  contains  the  following: 


THE  EVANGELIZATION  OFTHE 
WORLD  IN  THIS   GENERATION 


tmysn 
'the  U 


ST$b.207000  Annuil  ntt  In- 
creaic  in  Wtmllti  of  ProtttUnt 
Church  MemOtn  ol iheUniled 


I      POWER     ENOUGH      | 

AndJisus  came  and  spake  unto  ihem.  sdmg,AIIPowerliOiv- 
en  Unto  Me  in  heivemnil  in  unh.  CayeTheiiwre^nd  teach  altni  - 
lions,  baplirini  them  in  the  name  offhefalherand  at  the  Son, 
ind  a/  /heHalySho3t:tnchin^  them  ta  abserveill  litinjs  whitjonir 
Ihaye  comwjndeii  youand  tg  I  dm  WittiVgu  d/tvayi  ey en  unto  the  end 


WE  CAN  DO  IT  IF  WE  WILl 


Museum. — In  one  corner  of  the  room  stands  the 
missionary  museum.  In  it  we  find  quite  an  array  of 
curios,  all  labeled ;  fetiches  from  Africa,  a  prayer- 
wheel  from  Burma,  an  idol  from  India,  an  ancestral 
tablet  from  Japan,  a  pair  of  women's  shoes  from  China, 
some  samples  of  sewing  and  of  carpentry  work  from 
industrial  schools  in  India  and  North  Carolina,  toward 
whose  support  the  Sunday-school  contributes.  There 
is  part  of  a  totem  pole  from  Alaska  and  a  miniature 
dog  sled,  a  model  of  the  kind  used  by  the  missionaries 
among  the  Eskimos.  These  are  a  few  of  the  things 
that  have  been  gathered  by  the  school  during  a  period 
of  four  or  five  years. 


For  Sunday-school  Workers  145 

Pictures. — Hanging  on  the  walls  we  notice  the  pic- 
tures of  the  home  and  foreign  missionaries  whom  the 
school  helps  support.  There  are  also  pictures  of  the 
mission  compound  abroad  and  of  various  features  of 
the  home  and  foreign  work. 

The  Library. — We  are  invited  to  inspect  the  mission- 
ary library,  and  on  the  shelves  we  find  quite  an  array 
of  books  classified  according  to  the  age  of  the  scholars, 
and  also  according  to  countries.  There  are  most  in- 
teresting books  of  missionary  fiction,  and  we  are  told 
by  the  librarian  that  all  new  books  are  noted  on  the 
bulletin-board,  and  that  from  each,  on  diflferent  Sun- 
days, an  interesting  incident  is  told  in  three  to  five 
minutes  to  the  school  to  cause  a  demand  for  them. 

As  we  enter  the  Sunday-school  room  once  more  we 
notice  on  the  blackboard  this  information : 

Missionary  Topic  for  To-day 

WILLIAM  CAREY,  1761-1834 
First  Missionary  of  the  First  Missionary  Society  in  England 

Cobbler,  Educator,  Translator 

"  The  Wycliff  of  the  East " 

Translated  the  Bible  wholly  or  in  part  into  34  languages  and  dialects 

Opening  Exercises,  Hymn  and  Prayer. — Promptly 
at  the  hour  for  opening  the  superintendent  announces 
the  first  hymn,  "When  Morning  Gilds  the  Skies." 
At  its  conclusion  he  said,  "In  that  hymn  of  praise  I 
am  sure  we  wish  all  the  girls  and  boys  of  India  might 
join,  but  many  of  them  have  never  heard  of  Christ. 
Will  Mr.  Brown  lead  us  in  a  brief  prayer,  not  exceed- 
ing one  minute,  that  the  missionaries  to-day  in  India 


146  Manual  of  Missionary  Methods 

may  gather  some  new  scholars  into  their  Sunday- 
schools,  remembering  to  pray  especially  for  Dr.  J.  C.  R. 
Ewing,  of  Lahore,  our  own  missionary,  and  for  those 
mentioned  in  our  Year  Book  of  Prayer  for  to-day. 
Their  names  are  on  the  blackboard.  Then  will  Mr. 
Black  follow  in  a  one-minute  prayer  for  Mr.  Long,  our 
worker  among  the  Highlanders  in  North  Carolina, 
and  also  for  the  other  home  missionaries  mentioned  in 
the  Prayer  Calendar  for  to-day.  Their  names  are  also 
on  the  blackboard." 

At  the  conclusion  of  the  prayers,  the  superintendent 
said: 

"Now  we  are  going  to  sing  a  missionary  hymn  from  memory, 
one  that  was  written  by  a  missionary  to  India,  Bishop  Heber's 
'From  Greenland's  Icy  Mountains.' " 

Map  Drill. — After  the  singing  of  the  hymn,  the 
chairman  of  the  Missionary  Committee  came  forward 
and  called  attention  to  the  map.  His  first  question 
was: 

"If  we  wanted  to  start  for  Calcutta  where  Carey  landed  in 
1793,  in  what  direction  would  we  travel?"  "Could  we  go  by 
any  other  route?"  "Which  would  be  shorter?"  How  long  did 
it  take  Carey  to  go  from  England?"  "That  was  in  1793.  Now 
let  us  see,  where  did  Carey  begin  his  work?"  "At  Mudnabatty. 
Then  Serampore."  "We  shall  mark  these  as  the  first  mission 
stations  with  gilt  stars,  and  get  one  of  Miss  White's  Junior 
boys  to  put  them  on  for  us.  You  will  see  one  star  has  1793  on 
it  and  the  other  1800.  They  indicate  the  beginnings  of  Protes- 
tant missions  in  India.  Next  Missionary  Sunday,  as  we  con- 
tinue our  missionary  study  on  India,  we  shall  see  how  Christi- 
anity spread  from  these  centers  through  other  missionaries  to 
other  parts  of  the  empire." 


For  Sunday-school   Workers  147 

Scripture. — The  Scripture  lesson  was  then  an- 
nounced, every  scholar  who  had  brought  his  own  Bible 
being  asked  to  hold  it  up.  Psalm  119:97-105  was 
read  responsively,  the  superintendent  saying : 

"We  are  going  to  read  to-day  a  passage  which  shows  how 
valuable  the  Word  of  God  is.  Did  you  ever  think  what  it 
would  be  to  be  without  a  Bible?  The  people  of  India  never 
had  one  until  Carey  translated  it  for  them  ?" 

Notices  and  Reports. — Then  came  the  notices  for  the 
day  and  the  treasurer's  report.  He  stated  that  more 
than  nine-tenths  of  the  membership  were  now  reg- 
ularly enrolled  as  proportionate  and  systematic  givers, 
and  that  he  hoped  every  member  of  the  school  would 
be  so  enrolled  before  long.  The  report  of  the  preced- 
ing Sunday  was  then  posted,  as  follows,  attention  being 
called  to  the  total  number  of  "givers"  and  "omitters," 
and  the  comparison  with  last  year : — 

Department.  Givers.  Omitters.  Amount. 

Officers    12  $1.25 

Home  Department ^7  14  2.59 

Seniors    127  9  6.43 

Intermediates    75  6  3.15 

Junior    93  3  2.27 

Primary 72  2  i  .76 

Beginners   34  3  83 

Total    450  27  $18.28 

Corresponding  Sunday  last  year.  .       364  93  16.25 

There  was  an  announcement  of  a  stereopticon  lecture 
on    India    for    Thursday    night,    parents    as    well    as 


148  Manual  of  Missionary  Methods 

scholars  being  invited,  and  some  moving  pictures  of 
present-day  scenes  in  India  were  promised.  It  was  then 
stated  that  the  supplemental  work  for  the  day,  which 
was  a  missionary  lesson  on  Carey,  would  be  taken  up 
in  the  classes  for  fifteen  minutes. 

We  were  sitting  near  an  Intermediate  class  and  the 
following  treatment  of  the  missionary  lesson  was  given 
by  the  teacher.  Each  scholar  had  had  a  text-book  from 
which  to  prepare  the  lesson  during  the  week.  The  one 
used  in  this  particular  school  was  "Missionary  Studies 
for  the  Sunday-school,  Third  Series,"  published  by  The 
Sunday  School  Times  Company. 

The  Missionary  Lesson  in  the  Class. 

"Our  aim  to-day  in  our  missionary  lesson,"  said  the 
teacher,  "is  to  see  the  value  of  literary  work  in  missionary 
service." 

"Suppose  you  were  a  missionary  in  India,  John,  what  is 
the  first  thing  you  would  need  to  do?" 

"Get  a  place  to  live." 

"Yes,  and  that  would  be  with  some  of  the  other  mission- 
aries at  first.  Did  Carey  find  any  missionaries  in  India 
to  whom  he  might  go?" 

"No,  he  was  the  first." 

"After  you  had  gotten  settled  in  your  new  home,  in  order 
to  talk  with  the  people,  what  would  you  need  to  do?" 

"Learn  the  language." 

"Now,  let  us  see,  what  did  Carey  do  when  he  first  landed 
in  India?  What  difficulties  did  he  have  to  meet?  Did 
they  discourage  him?  Had  he  conquered  any  difficulties 
before  reaching  India?" 

The  facts  of  his  poverty,  his  struggles  to  support  his 
family,  and  the  opposition  to  his  missionary  ideas  were  all 
brought  out  in  the  discussion. 


For  Stuiday-school   Workers  149 

"But  how  did  God  provide  for  him,  both  in  England  and 
in  India?"  "Was  the  time  spent  in  Miidnabatty  lost?" 
"Why  not?"  "Was  there  anything  providential  in  the  fact 
that  the  Hindus  were  so  hard  to  reach,  and  that  Carey 
could  not  do  very  much  itinerating  during  his  first  seven 
years  in  India?"  It  was  brought  out  that  though  he  could 
not  preach  to  many,  he  resolved  to  give  the  natives  the 
Bible  in  their  own  tongue.  "What  aptitude  did  Carey 
have  for  language  study?" 

"What  two  events  of  great  importance  occurred  in  the 
year  1800?" 

"The  baptism  of  the  first  convert  and  the  translation  of 
the  New  Testament  in  Bengalee."  "Which  was  the  more 
important?" 

This  question  led  to  a  good  deal  of  difference  of 
opinion,  and  it  was  brought  out  that  Christian  hterature 
may  often  reach  those  whom  the  missionary  or  native 
convert  cannot.  The  necessity  of  the  Bible  for 
Christian  growth  was  also  emphasized,  so  that  at  he 
close  of  the  lesson  every  boy  of  the  class  realized 
the  supreme  value  of  translating  the  Bible  and  other 
Christian  literature  into  heathen  tongues. 

Each  boy  was  given  a  picture  of  Carey  to  put  in 
his  note-book  and  was  asked  to  copy  down  the  material 
that  was  on  the  blackboard,  and  then  during  the  week 
to  note  the  reforms  that  Carey  introduced  into  India. 
Each  was  also  to  state  what  he  considered  was  the 
greatest  thing  that  Carey  did  for  India,  and  why  he 
thought  so. 

The  Bible  Lesson  in  the  Class. — Promptly  at  the 
close  of  the  fifteen-minute  period,  a  chord  was  sounded 
on  the  piano  and  the  classes  began  at  once  the  Bible 


150  Manual  of  Missionary  Methods 

lesson  of  the  day.  Five  minutes  before  the  end  of 
the  thirty-minute  period,  another  chord  was  struck, 
giving  warning  of  the  approaching  end  of  the  lesson. 
Then  when  the  time  had  elapsed,  the  superintendent 
stepped  forward  and  called  upon  the  school  for  a 
moment  of  silent  prayer,  asking  each  one  to  pray  that 
the  lesson  just  studied  and  all  the  exercises  of  the  day 
might  make  a  deep  spiritual  impression.  The  pastor 
concluded  with  a  brief  audible  prayer  along  the  lines 
suggested  by  the  superintendent. 

Closing  Exercises. — With  a  great  deal  of  spirit  the 
school  then  sang,  "The  Son  of  God  Goes  Forth  to 
War,"  attention  being  called  to  the  fact  that  this  hymn 
also  was  written  by  Bishop  Heber  of  India. 

"Before  we  take  up  the  review  of  to-day,"  said  the 
superintendent,  "we  are  going  to  have  two  or  three  of 
the  most  recent  items  from  the  work  in  India  told  us 
by  as  many  boys."  These  were  the  items  given,  not 
read : 

111  the  Wanamaker  girls'  school  at  Allahabad  (point- 
ing out  the  place  on  the  map),  the  teachers  and  pupils  are 
greatly  interested  in  The  National  Missionary  Society. 
They  meet  every  Sunday  morning  to  pray  for  it  and  have 
given  107  rupees  to  the  Society.  It  was  organized  in 
December,  1905,  and  we  are  particularly  interested  to  know 
that  the  delegates  met  on  Christmas  day  in  the  very  room 
that  William  Carey  used  as  his  library  in  Serampore. 

A  missionary  from  the  Etawah  district,  where  there  are 
800,000  people,  writes  that  the  past  week  he  baptized  more 
than  100  people,  and  that  he  believes  100,000  could  be  won 
to  Christianity  in  a  few  years  if  there  were  enough 
workers. 


For  Sunday-school  Workers  1 5  i 

In  this  same  Etawah  district  people  are  suffering  just 
now  from  famine.  Ihey  need  food,  shelter,  and  medicine. 
Six  cents  a  day  will  keep  a  family  from  starvation. 

"Now,  girls  and  boys,"  said  the  superintendent,  "how 
many  of  you  expect  to  go  home  to  dinner  to-day?" 
Every  hand  was  raised.  "Suppose  when  you  got  there 
your  mother  should  say,  'I'm  very  sorry,  Mary  (or 
John),  but  there  is  no  dinner  ready.'  When  supper 
time  would  come  around  she  would  say  again,  'I'm 
sorry,  but  there  isn't-  any  supper.'  By  that  time  you 
would  begin  to  feel  pretty  hungry.  Well,  thousands 
in  India  never  eat  but  one  meal  a  day,  and  in  this 
time  of  famine  many  do  not  get  even  that.  All 
here  who  would  like  to  join  us  in  denying  ourselves 
something  this  week  and  bring  the  money  for  the 
'special  famine  fund'  for  India  next  Sunday  are  asked 
to  do  so.  Perhaps  if  you  speak  to  mother  and  father 
about  it,  the  whole  family  might  agree  to  give  up 
butter  or  desserts  this  week.  Talk  it  over  when 
you  get  home." 

Rci'iezv  of  the  Missionary  Lesson. — One  of  the  teach- 
ers then  gave  a  review  of  the  missionary  lesson : 

"If  you  will  look  at  the  blackboard  a  moment,  girls 
and  boys,  you  will  notice  the  name  of  one  of  the  most 
famous  men  in  modern  missions.  Sometimes  he  is 
called  the  'Father  of  Modern  Missions.'  Can  you  guess 
why?  Yes,  because  he  was  the  one  who  started  the  move- 
ment, and  was  the  means  of  the  formation  of  the  first 
Foreign  Missionary  Society  in  England  and  became  its 
first  missionary. 

"It  is  always  hard  in  a  few  words  to  tell  the  story  of  a 
life,  but  the  three  on  the  board  tell  Carey's  life.     You  have 


152  Manual  of  Missionary  Methods 

already  filled  in  the  details  in  your  class  work.  You 
know  the  story, — how  he  rose  from  the  cobbler's  bench  to 
the  professor's  chair.  He  did  so  because  he  followed  out 
what  he  chose  as  the  motto  of  his  life.  Who  can  give  it? 
Yes,  'Expect  great  things  from  God,  attempt  great  things 
for  God.' 

"Now,  there  is  just  one  scene  in  his  life,  and  something 
that  he  then  said,  that  I  want  to  dwell  on  in  the  moment 
that  remains.  After  the  missionary  society  had  been 
formed,  the  next  question  was,  Who  shall  be  the  mission- 
ary and  where  shall  he  go?  A  surgeon  in  the  employ  of 
the  East  India  Company  had  just  returned  to  England 
and  was  invited  to  address  the  Society.  He  did  so,  and 
as  he  talked,  every  one  realized  what  an  opportunity  there 
was  for  mission  work.  'There  is  a  gold-mine  in  India,' 
said  one,  'but  it  seems  almost  as  deep  as  the  center  of  the 
earth.  Who  will  venture  to  explore  it?'  'I  will  go  down,' 
said  Carey,  'but  remember  that  you  must  hold  the  ropes.' 

"Now,  girls  and  boys,  do  you  think  he  asked  anything 
that  wasn't  fair  or  square?"  (Exclamations  of  "No.")  "I 
have  brought  with  me  to-day  a  rope,  I  didn't  have  a  gold- 
mine ;  and  I  want  all  the  girls  and  boys  here  in  front  to 
get  their  hands  on  this  rope."  (Hands  out  the  rope.) 
"Now,  suppose  there  was  a  deep  hole  right  down  in  the 
bottom  of  this  floor,  25  feet  deep,  and  one  of  the  little 
Primary  children  had  fallen  in,  would  you  want;  to  leave 
him  there?  No,  every  boy  here  would  volunteer  to  go 
down  and  get  him  out.  Supposewe  selected  William  Brown 
to  do  it.  There  are  two  things  William  would  want  to 
know  about  the  rope  with  which  we  would  let  him  down. 
Can  you  tell  what  they  are?  First,  that  it  was  long 
enough,  and  second,  that  it  was  strong  enough.  If  the 
rope  were  only  10  feet  long,  would  if  do?  No.  Why 
not?    Too  short. 

"Yes,  and  there  are  some  missionary  ropes  which  are  too 
short.  Some  don't  go  beyond  the  vestibule  of  their  own 
Sunday-school  room;  some  don't  get  beyond  the  local  vil- 


For  Sunday-school   Workers  153 

lage,  town  or  city.  But  a  missionary  rope  to  be  of  any 
use  has  got  to  be  long  enough  to  reach  every  place  of  need. 

"But  what  else  must  the  rope  be?  Strong  enough. 
Would  William  be  willing  to  have  us  let  him  down  with 
a  piece  of  O.  N.  T.  cotton  or  a  string?  I  guess  not.  He 
wants  to  be  sure  the  rope  is  strong.  What  makes  a  rope 
strong?  The  strands.  The  greater  the  number  of  strands, 
the  stronger  the  rope. 

"Now,  the  boy  who  has  hold  of  the  end  of  that  rope, 
will  he  tell  me  how  many  strands  he  can  see  ?    Three,  yes. 

"There  must  be  at  least  three  strands  to  every  mission- 
ary rope.  Cain  you  guess  what  they  are?  Prayer.  Yes, 
that  is  surely  one  of  them.  What  the  missionaries  want 
and  ask  for  is  a  great  deal  of  prayer,  the  kind  that  has  a 
lot  of  heart  and  earnestness  in  it.  I  have  a  friend  now  in 
China,  and  before  he  went  he  told  me  that  what  he  feared 
most  was  not  the  difficulties  he  would  meet  in  China,  but 
the  indifference  of  the  church  at  home.  He  was  afraid 
that  those  of  us  here  would  let  go  of  the  missionary  rope. 

"Can  you  name  'another  strand?  Gifts.  Yes.  H  we 
are  honest  in  praying,  we  must  be  prompt  in  paying. 
There  is  not  much  use  in  praying,  unless  we  help  answer 
the  prayer  by  giving.  We  ought  to  give  that  which  costs 
us  something,  that  which  means  some  hard  work  and  some 
self-denial,  or  else  we  shall  not  know  the  real  joy  of  giving. 

"And  now,  can  anybody  guess  a  third  strand?  Let  me 
help  you.  Have  any  of  you  ever  been  far  away  from  home 
and  from  mother  and  from  father  for  a  few  days?  Yes, 
I  see  some  have.  Well,  what  man  is  it  that  you  look  for 
very  eagerly  about  breakfast  time,  dressed  in  gray  and 
with  a  leather  bag  over  his  shoulder?  The  letter  man. 
Yes.  and  you  are'  hoping  there  is  a  letter  for  you.  Sup- 
pose you  were  six  or  eight  or  ten  thousand  miles  away 
from  home,  and  a  missionary  among  people  who  didn't 
speak  your  language,  and  whose  customs  and  habits  were 
all  different  from  yours.  Do  you  think  you  would  be  glad 
to  get  a  letter  from  home?    Yes,  I  am  sure  you  would. 


154  Manual  of  Missionary  Methods 

How  eagerly  you  would  wait  for  the  arrival  o£  the  mail 
and  how  glad  to  find  some  letters  from  the  dear  home  land. 

"Well,  girls  and  boys,  you  can  help  make  some  mission- 
ary glad  by  writing  a  letter  this  week,  not  an  old  man's 
letter  or  an  old  lady's  letter,  but  a  boy's  letter,  a  girl's 
letter,  telling  him  that  you  know  something  about  what  a 
missionary  does,  what  he  stands  for,  and  that  you  believe 
in  the  work,  and  that  your  hands  are  on  the  missionary 
rope. 

"These  three  strands  together,  girls  and  boys,  prayer, 
giving,  correspondence,  make  a  pretty  good  missionary 
rope.  The  missionaries  are  mightily  concerned  if  our 
hands  have  hold  of  it.  Are  they  asking  anything  that 
isn't  fair  or  square?     Where  are  your  hands?" 

A  brief  prayer,  asking  that  every  girl  and  boy  in  the 
school  might  realize  their  personal  obligation  to  mis- 
sionary service  while  here  at  home,  and  that  Carey's 
heroic  example  might  be  an  incentive  to  each,  con- 
cluded the  exercises  of  the  day.  To  all  who  wished  to 
have  them,  souvenirs  were  distributed  at  the  door. 
They  represented  gold  nuggets,  being  gilded,  and  on 
them  were  noted  some  facts  of  Carey's  life,  as  follows : 

India  is  a  gold-mine,  but  who  will  venture  to  explore  it?  I 
will  go  down,  but  remember  you  must  hold  the  ropes. 

1761 — William  Carey — 1834.  "Expect  great  things  from  God; 
attempt  great  things  for  God." 

The  entire  school  session  occupied  one  hour  and 
twenty  minutes. 


XVI 

Missionary  Plans  in  Actual  Operation 

In  an  increasing  number  of  Sunday-schools 
throughout  the  country  both  Home  and  Foreign 
Missions  are  being  systematically  presented.  In 
the  statements  of  plans  that  follow,  a  large  variety 
of  methods  is  seen  to  be  in  operation.  Definite  edu- 
cational, financial  and  spiritual  results  are  being 
secured.  Such  benefits  need  not  be  confined  to  these 
schools  alone,  but  are  within  the  reach  of  all.  There 
are  doubtless  difficulties  to  be  overcome  in  every 
school  before  missionary  teaching  can  be  made  a 
complete  success.  Lack  of  interest,  brevity  of  the 
Sunday-school  session,  imperfect  equipment,  lack  of 
properly  qualified  teachers,  are  some  of  the  problems 
that  have  been  faced  and  met  by  the  workers  who 
give  their  testimonies  in  the  following  pages.  This 
chapter  will  prove  a  mine  of  suggestions  to  the  wide- 
awake Sunday-school  worker  eager  for  help. 
Classification  of  the  schools  has  been  made  as 
follows : — 

I. 
The  School  in  the  Large  City. 

II. 

The  School  in  the  Smaller  City  or  Town. 

III. 
The  School  in  the  Suburbs  or  Country. 


156  Manual  of  Missionary  Methods 

I.    THE  SCHOOL  IN  THE  LARGE  CITY. 

BEDFORD     PRESBYTERIAN     BIBLE    SCHOOL 
BROOKLYN,   N.   Y. 

Special  Features  :  Excellent  graded  work— Systematic  Instruction  in 
classes  and  from  platform— Interpretative,  illustrative,  and  sup- 
plemental methods  of  instruction  all  employed — Unique  method 
to  promote  reading  of  missionary  books. 

The  Bedford  Bible  School  of  Brooklyn  is  a  graded  school, 
and  the  missionary  instruction  is  adapted  to  the  various 
grades.  It  begins  in  the  Beginners'  department.  There 
the  little  ones  are  interested  in  other  children,  and  are  taught 
such  lessons  as  God's  love  to  all,  helpfulness,  and  love  to  all. 

In  the  Primary  department  one  Sunday  a  month  is 
observed  as  Missionary  Sunday — prayers,  Bible  verses,  songs 
and  gifts  are  definitely  related  to  the  children  outside  the 
Church  Circle — at  home  and  abroad.  Every  Sunday  a  child 
recites  a  little  story  on  missionary  facts  selected  by  one  of 
the  teachers.  Love  money  (given  from  the  children's  own 
possessions),  and  birthday  pennies  are  given  to  missions, 
and  many  little  devices  are  used  to  add  interest.  Sometimes 
paper  money  is  used  to  paste  over  a  large  picture  of  an  idol, 
missionary  boxes  are  given  out,  and  on  Missionary  Sunday 
every  child  (120  or  more)  receives  a  little  picture  cut  from 
current  magazines.  Certain  lessons  of  the  year  are  treated 
especially  as  missionary  lessons. 

In  the  Junior  department  similar  methods  are  used,  but 
adapted  to  older  pupils.  The  Intermediate,  Senior  and  Adult 
departments  observe  the  last  Sunday  of  each  month  as 
Missionary  Sunday.  Songs,  Scripture,  and  a  ten-minute  talk 
relate  to  missions,  and  the  service  is  made  as  bright  and 
interesting  as  possible.  Missionaries,  when  available,  stere- 
opticon  views,  maps,  etc.,  make  these  days  memorable,  and 
the  whole  oflfering  the  following  Sunday  is  devoted  to  the 
object  presented  that  day.  The  school  supports  itself  by 
individual  pledges,  and  an  envelope  for  the  first  Sunday  of 
each  month  is  marked  for  missions,  so  that  even  if  a  pupil 
is  absent  the  oflfering  goes  for  this  purpose. 


For  Sunday-school   Workers  1 5  7 

The  Missionary  Committee  also  stirs  up  interest  in  mis- 
sionary books.  Awards  are  given  for  the  best  answers 
to  questions  based  on  the  books  suggested  for  reading. 
In  the  Junior  department  Miss  Crowell's  "Junior"  books  are 
given  out  and  the  scholars  are  asked  in  which  country  they 
would  rather  live  and  why.  In  the  Intermediate  department 
the  question  may  be:  "What  missionary  do  you  think  was 
bravest  and  best?" — based  on  Lambert's  "Romance  of  Mis- 
sionary Heroism."  The  Seniors,  likewise,  are  asked :  "If 
you  had  $10,000  to  invest  for  missions  where  would  you  think 
it  best  to  give  it?"  The  literature  for  this  is  found  in  Trull's 
text-books,  or  in  those  of  the  Young  People's  Missionary 
Movement.  Papers  200  to  500  words  in  length  are  asked  for 
and  awards  are  given  in  pictures,  flags,  curios  or  books. 

The  programs  furnished  by  the  Presbyterian  Boards  of 
Home  and  Foreign  Missions  are  also  used  on  appropriate 
Sundays,  and  the  pupils  are  urged  to  take  these  and  other 
leaflet  literature   home   with  them. 

But  the  most  important  instruction  is  that  given  by  the 
individual  teachers.  In  the  meetings  for  lesson  study,  mis- 
sionary truths  and  incidents  are  suggested  and  the  Teachers' 
Library  Committee  furnish  references  from  the  library.  In 
this  way  the  fundamental  principles  of  Christianity  and  the 
present-day  progress  of  the  church  are  vitally  linked  with 
the  Bible  lesson  of  the  day,  the  regular  course  of  study  is  not 
interrupted  and  interest  in  the  world-wide  campaigns  of  the 
church  does  not  depend  on  spasmodic  effort  or  appeal,  hut  on 
systematic  instruction  by  teachers  and  from  the  platform.  Cer- 
tain lessons  are  uniformly  taught  in  their  missionary  aspect, 
but  in  regular  course;  for  example.  The  Flood;  Abram's 
Call;  The  Fall  of  Jericho;  Gideon's  Victory;  The  Lepers  at 
the  Siege  of  Samaria;  Feeding  the  Five  Thousand;  The 
Great  Commission ;  The  Sending  Out  of  Barnabas  and  Paul ; 
The  Macedonian  Vision,  etc. 

Regular  Bible  study  courses  are  pursued  for  about  nine 
months  in  the  year  in  this  school,  and  it  is  now  proposed 
to   use   the    summer    sessions   for   mission    study   with    mis- 


158  Manual  of  lilissionary  Methods 

sionary  text-books,  missionary  curios,  and  photographs  to 
illustrate  these  lessons.  A  missionary  cabinet  will  add  much 
to  the  interest. 

It  is  the  fundamental  principle  of  the  Bedford  Bible 
School  that  the  Bible  is  to  have  first  place;  other  books 
are  merely  supplementary.  The  importance  of  consecutive 
courses  of  study  is  emphasized  so  that  special  days  are  not 
as  a  rule  allowed  to  interfere.  We  have  found  it  the  best 
plan  to  give  missions,  temperance,  Sabbath  keeping  and 
other  special  topics  the  place  given  them  in  the  Bible,  no 
more  and  no  less.  Properly  taught  missions  are  unsurpassed 
for  interest  and  inspiration,  and  make  a  balanced,  not  an 
unbalanced   Christian. 

Delavan  L.  Pierson, 
March  27,  1908.  Superintendent. 

BUSHWICK   AVENUE-CENTRAL   METHODIST  EPISCOPAL   SUNDAY- 
SCHOOL 
BROOKLYN,  N.   Y. 

Special  Feature  :    Support  of  specific  work  at  home  and  abroad  doubled 
offerings. 

On  Missionary  Sunday,  the  fourth  Sunday  in  the  month, 
a  missionary  address  is  given,  usually,  and  special  informa- 
tion, missionaries  often  addressing  us.  The  Young  Peo- 
ple's Missionary  Movement's  enlarged  pictures  and  stories 
are  used.  We  have  a  missionary  library.  The  church  and 
school  support  a  missionary  in  Korea,  from  whom  we  get 
concrete  mformation.  We  as  a  school  are  supporting  alto- 
gether seven  girls  and  one  Bible  woman  in  foreign  fields 
— three  of  these  supported  by  our  organized  Bible  classes. 
Several  girls  in  home  mission  institutions  are  also  cared  for. 

A  mission  study  class  from  the  Sunday-school  meets 
weekly.  Our  supplemental  and  manual  work,  which  runs 
through  all  grades  up  to  and  through  our  Intermediate,  has  not 
yet  taken  on  specific  missionary  lines,  but  probably  will 
soon.  Our  Missionary  Committee  is  pushing  the  work  hard 
and  places  in  all   departments   the   week  before   Missionary 


For  Sunday-school   Workers  1 5  9 

Sunday,  in  bold  type,  the  placard,  "Next  Sunday  is  Mis- 
sionary Day"  and  on  the  Sunday,  "To-day  is  Missionary 
Day."  In  this  way  everybody  is  prepared  for  the  special 
collection,  whereas  foVmerly  teachers  and  scholars  would 
often  forget  it.  Our  collections  have  doubled  easily,  for 
missionary  purposes,  since  we  took  up  the  support  of  a 
missionary  and  have  worked  persistently  at  the  diffusion  of 
missionary  spirit  and  information. 

F.  L.  Brown, 

April  8,  1908.  Superintendent. 


FIFTH     AVENUE    PRESBYTERIAN     SUNDAY-SCHOOL 
NEW    YORK    CITY. 
Special    Features  :      Small     school — Efficient     committee — Missionary 
teacher-training— Manual  work — Use  of  maps,  charts,  curios,  etc. 
— Use  of  text-books. 

Our  Sunday-school  meets  at  9.30  A.  M.,  continuing  for 
one  hour  and  a  quarter.  We  allow  fifteen  minutes  for  open- 
ing exercises,  fifteen  for  supplemental  work,  thirty  minutes 
for  International  lesson  and  fifteen  minutes  for  closing 
exercises. 

The  supplemental  work  is  graded  study  of  the  Bible  as 
a  book,  its  contents,  its  geography,  a  brief  historical  outline, 
and  a  course  on  redemption,  and  on  ten  consecutive  Sundays 
missionary  study.  This  supplemental  study  is  taught  in 
classes  by  the  regular  teachers,  and  when  we  are  having  the 
missionary  supplemental  work,  the  desk  review  is  often  on 
the  subject  of  such  work.  Occasionally  special  speakers  are 
secured,  but  many  of  the  teachers  belong  to  mission-study 
classes  and  we  can  generally  secure  from  among  them  a 
speaker.  Teachers  who  have  not  had  the  advantage  of  a 
regular  mission-study  class,  have  at  least  the  help  of  a  preview 
of  the  month's  missionary  lessons  at  the  monthly  teachers'- 
meeting. 

The  work  done  by  the  scholars  at  home  is  encouraging. 
The  quality  of  this  work  depends  however,  largely  upon  the 
attitude  of  the  teacher  towards  supplemental  work.     If  the 


i6o  Manual  of  Missionary  Methods 

teacher  treats  it  as  secondary  as  well  as  supplemental,  the 
scholar  is  quick  to  "follow  in  his  train";  on  the  other  hand, 
an  enthusiastic  teacher  means  almost  without  exception,  an 
enthusiastic  scholar.  The  older  pupils  keep  missionary  note- 
books, for  questions  and  answers  and  items  of  interest ;  the 
younger  boys  and  girls,  picture  note-books,  and  into  these 
from  week  to  week  they  paste  the  typewritten  questions  on 
the  lesson  prepared  by  each  individual  teacher  two  weeks 
in  advance.  The  walls  are  hung  with  charts  seldom  enough 
to  make  the  scholars  eager  to  read  them,  and  either  a  mis- 
sionary map  of  the  world  or  a  map  of  the  particular  country 
that  they  are  studying  is  kept  before  them  on  "Missionary 
Sundays."  The  library  is  made  use  of,  one  of  the  teachers 
telling  occasionally  a  story  or  two  from  some  books  which 
can  be  secured  after  the  school  session.  Such  story-telling 
always  brings  eager  applicants  to  the  desk,  and  the  books 
from  which  the  stories  have  been  told  are  usually  in  demand 
for  six  weeks  after  the  "advertising." 

All  the  oflferings  of  the  school  are  given  for  benevolent 
causes.  In  short,  our  study  has  created  knowledge, 
aroused  interest,  quickened  sympathy  into  helpful  activity, 
and  in  some  cases  led  to  life  consecration  to  the  cause  of 
Missions.  I  dare  not  say  that  the  mission  study  in  the  school 
has  been  solely  responsible  for  these  results,  but  it  has 
helped,  and  our  boys  and  'girls  take  a  broader  view  of  the 
"regions  beyond,"  and  a  more  truly  patriotic  interest  in  their 
home  land  because  of  their  study  of  Home  and  Foreign 
missions. 

Our  courses  of  study  are  planned  by  a  Missionary  Com- 
mittee of  five  members.  Each  year  they  have  prepared  the 
material,  which  has  either  been  typewritten  for  the  scholars' 
use  or  published  in  book  form.  The  latter  are  now  issued 
by  The  Sunday  School  Times  Co.,  and  may  be  secured  from 
them.  The  committee  prepares  the  special  missionary  pro- 
grams for  each  Missionary  Sunday,  adds  necessary  books  to 
the  library,  and  plans  for  special  offerings  (Christmas,  Easter, 
etc.). 


For  Sunday-school  Workers  i6i 

The  committee  has  the  help  of  the  pastor's  warm  approval, 
and  the  superintendent's  sympathetic  co-operation,  while 
ahnost  all  of  the  teachers  are  not  only  willing,  but  eager,  to 
do  what  the  committee  asks  of  them. 

Ruth  G.  Winant, 
Ckainna)i  Missionary  Committee. 


THIRD    ENGLISH    EVANGELICAL    LUTHERAN     SUNDAY-SCHOOL 
BALTIMORE,    MD. 

Special  Features:  The  Sunday-school  Missionary  Society  the  pioneer 
missionary   organization    in    the    church — Systematic    education 
producing    in    a    difficult    location    large   financial    and    spiritual 
,  results. 

Our  Sunday-school  Missionary  Society  with  us  antedated 
the  C.  E.,  the  Woman's  Missionary  Society  and  all  other 
benevolent  work  except  the  "Ladies'  Aid  Society.  We  have 
been  organized  nearly  thirty  years.  The  last  Sunday  of  each 
month  all  the  year  around  is  Missionary  Sunday.  We  ap- 
point a  committee  each  month  to  arrange  a  program  for  the 
next.  The  committee  may  be  three  or  five  persons  or  a 
class.  They  select  the  hymns,  get  a  speaker,  or  furnish 
whatever  is  given.  We  endeavor  to  make  the  service  bright, 
attractive  and  instructive.  Whenever  any  of  our  missionaries 
are  in  town,  we  always  secure  them.  All  the  secretaries  of 
the  Boards  have  frequently  visited  us,  and  often  we  have 
men  from  other  denominations  who  tell  us  what  they  are 
doing.  We  read  articles  to  the  school  from  our  publications, 
and  by  all  means  endeavor  to  keep  the  scholars  informed 
as  to  the  scope  and  needs  of  the  work.  This  has  been  highly 
educational  and  beneficial  in  every  way.  When  we  began, 
there  was  opposition,  but  we  finally  overcame  that,  and  now 
Missionary  Sunday  is  looked  for  as  a  matter  of  course. 

What  has  been  the  result?  When  we  began,  we  were 
the  pioneers;  now  we  have  a  Woman's  Missionary  Society, 
the  leading  one  in  our  Synod ;  we  have  a  Young  Ladies' 
Mission   Band;   a  large    C.   E.    Society  and   a  Junior-  C.   E. 


1 62  Manual  of  Missionary  Methods 

Society.  When  we  began,  the  total  benevolence  of  our  church 
was  $50.  Last  year  the  total  was  $2,400.  Our  Sunday-school 
raised  about  $700,  giving  $250  to  Home  missions  and  $250  to 
Foreign  missions.  We  have  a  total  of  761  on  our  Sunday- 
school  roll — officers,  teachers  and  scholars. 

We  are  a  congregation  and  school  of  working  people.  Our 
neighborhood  has  deteriorated,  and  we  are  surrounded  by 
Jews  and  Negroes.  The  majority  of  our  people  come  a  con- 
siderable distance  to  church  and  school.  The  largest  con- 
tributors to  church  support  only  pay  $1  per  week,  and  we 
only  have  four  or  five  that  do  that  well.  So  far  as  ability 
is  concerned,  we  were  far  more  able  to  give  $2,500  per 
year  when  we  only  gave  $50  for  benevolence.  The  difference 
is,  that  formerly  we  had  the  ability  but  not  the  will ;  now 
we  have  willing  givers  who  give  to  the  best  of  their  ability. 
For  the  thirty-five  years  of  our  existence,  prior  to  having  a 
Sunday-school  Missionary  Society,  we  did  not  have  a  single 
candidate  for  the  ministry.  Since  we  have  had  our  society, 
four  young  men  have  entered  the  ministry ;  another  is  a  lay 
missionary  in  Korea ;  our  first  secretary  is  now  the  cor- 
responding secretary  of  the  Woman's  Convention  of  the  Mary- 
land Synod.  Other  schools  of  our  denomination  have  liked 
our  plan  and  have  organized  societies  along  the  same  lines 
and  are  doing  good  work. 

Henry  C.  Hines. 


SUNDAY-SCHOOL    OF    THE    CHURCH    OF     THE    HOLY    APOSTLES 

(PROTESTANT  EPISCOPAL) 

PHILADELPHIA,    PA. 

Special  Features :  Thorough  education  in  the  Sunday-school  proper 
and  in  auxiliary  organizations,  resulting  in  an  offering  of  over 
$13,000  to  Missions. 

Missionary  instruction  in  our  school  is  imparted  from  the 
desk,  in  the  classes,  through  the  Babies'  Branch,  Junior  and 
Senior    Auxiliaries,    by    lantern    illustrations,    monthly    visits 


For  Sunday-school  Workers  163 

(except  during  the  summer  months)  of  missionaries,  deacon- 
esses, physicians  and  teachers.  It  is  never  given  as  a  sub- 
stitute for  the  Sunday-school  lesson. 

The  time  allotted  for  the  missionary  instruction  is  about 
ten  Sunday  afternoons,  ten  afternoon  meetings  of  the  Woman's 
Auxiliary,  weekly  meetings  of  the  Junior  Auxiliaries,  at  which 
mstruction  and  information  is  imparted  by  a  deaconess,  and 
a  weekly  meeting  of  the  Woman's  Missionary  Society.  Also 
a  weekly  meeting  of  a  Junior  and  Senior  Mothers'  Guild. 

Preparation  of  the  teachers  was  covered  by  the  above  sub- 
jects. In  addition,  a  weekly  Church  paper,  a  magazine  "The 
Spirit  of  Missions,"  a  Teachers'  Instruction  Class,  a  Men's 
Missionary  Auxiliary,  a  Laymen's  Forward  Movement  and 
access  to  a  large  Missionary  Library,  all  aided  the  teachers 
in  their  work. 

We  have  a  missionary  map  of  the  world,  a  missionary  chart 
and  library,  and  the  latter  is  much  used  by  the  teachers  and 
members  of  the  various  missionary  organizations. 

Each  year  certain  missionaries  are  maintained  from  our 
Easter  offerings,  generally  some  of  those  who  have  visited 
the  school,  and  the  scholars  are  urged  to  remember  these  in 
their  prayers.  As  a  constant  reminder,  their  names  are  pub- 
lished in  our  monthly  Parish  paper. 

Our  scholars  contribute  systematically,  mostly  by  means  of 
Mite  boxes.  A  majority  of  the  classes  have  them,  contributing 
through  them  in  addition  to  the  class  offering. 

The  results  of  our  missionary  studies  are,  that  we  are  the 
best  informed  Sunday-school  in  the  Diocese,  if  not  in  the 
Church,  upon  the  subject;  that  our  scholars  love  the  cause; 
as  evidenced  by  our  contributions  to  it,  the  largest  of  any 
school  in  the  Church.  The  amount  contributed  as  a  special 
Easter  and  Lenten  offering  in  1909,  including  gifts  of  auxiliary 
organizations  giving  through  the  Sunday-school,  was  $13,161.10, 
an  increase  of  $1,158.31  over  the  previous  year. 

William  S.  Neill, 
Assistant  Superintendent. 


164  Manual  of  Missionary  Methods 

HARLEM    AVENUE   CHRISTIAN    SUNDAY-SCHOOL 
BALTIMORE,    MD. 

Special  Features. — Enthusiastic  superintendent— Use  of  text-books — 
Home  preparation  with  definite  assignments — Class  and  platform 
instruction— Correlation  of  the  missionary  work  with  the  regular 
Bible  lessons — Manual  work. 

Our  school,  in  providing  for  its  course  of  supplemental  les- 
sons, introduced  into  the  school  curriculum  a  three  months' 
course  of  missionary  study,  covering  the  first  quarter  of  1908. 
The  text-book  selected  was  the  Trull  course  of  The  Sunday 
School  Times  Co.,  embracing  four  lessons  on  the  immigra- 
tion problem  (Home  Missions)  and  six  studies  on  India,  the 
topics  covering  the  following  phases  of  missionary  activities : 
Literary  work,  as  exemplified  through  the  life  of  the  first  great 
English  missionary,  William  Carey;  evangelistic  and  medical 
work  was  grouped  around  the  two  great  type  characters  of 
America,  Adoniram  Judson  and  Dr.  John  Scudder,  and  educa- 
tional work  was  portrayed  through  the  powerful  life  of  the 
first  Scotch  missionary,  Alexander  Duflf. 

The  course,  being  graded  to  the  Junior,  Intermediate  and 
Senior  departments  of  the  school,  was  heartily  welcomed  by 
the  officers  and  teachers  as  a  most  timely  help  for  implanting 
the  missionary  spirit  in  the  Sunday-school  on  an  educational 
foundation.  The  following  mission  study  methods  were  used 
and  found  valuable  in  sustaining  interest  and  enthusiasm  in 
the  work : 

1.  Each  scholar  was  given  a  text-book,  and  home  prepara- 
tion of  the  lessons  was  required.  This  home  study  was 
secured  by  constant,  carefully  planned  effort  on  the  part  of 
the  teachers  in,  assigning  definite  work  to  the  scholars  through 
looking  up  interesting  points,  and  the  like,  and  being  sure 
to  ask  for  the  work  assigned  on  the  following  Sunday.  The 
co-operation  of  the  parents  was  enlisted  also  when  neces- 
sary. 

2.  The  lessons  were  treated  as  supplemental  work  and 
taught  by  the  teacher  for  the  first  ten  minutes  of  the  lesson- 


For  Sunday-school  Workers  165 

study  period.  They  were  co-ordinated  willi  the  regular  Inter- 
national Sunday-school  lesson  for  the  day,  the  last  twenty 
minutes  of  the  study  period  being  given  to  the  International 
lesson. 

3.  The  superintendent  kept  the  school  keyed  up  to  the  high- 
est efficiency  by  definite  and  wisely-directed  efforts.  Every 
school  session  was  distinctly  missionary  in  character,  both  as 
to  its  opening  and  closing  service.  The  hymns,  Scripture 
readings,  prayers,  reviews,  etc.  were  selected  in  reference  to 
their  influence  on  the  pupil's  life  and  character.  A  five-minute 
quiz  was  introduced  into  each  opening  service  and  made  an 
educational  test  of  the  scholar's  preparation  and  the  teacher's 
work  on  the  previous  lesson.  This  served  to  review  the  work 
accomplished  and  helped  to  promote  diligence  and  give  intent, 
definiteness  and  purpose  to  the  study,  and  also  to  show  the 
character  of  the  work  that  was  expected  of  the  school.  This 
quiz  was  featured  and  made  attractive  with  the  aid  of  a 
series  of  large  missionary  pictures,  recently  published  by  the 
Young  People's  Missionary  Movement,  being  photographic  en- 
largements from  most  excellent  snapshots  of  mission  scenes 
in  the  Home  and  Foreign  field.  Maps,  charts  and  live  mis- 
sionary items  were  also  used  with  telling  effect. 

4.  In  the  closing  exercises,  a  crisp  five-minute  review  from 
the  desk  tied  up  the  essential  facts  of  each  missionary  lesson, 
which  were  in  all  classes  correlated  with  the  central  truth 
of  the  International  Sunday-school  lesson.  This  review  was 
carefully  planned  to  increase  the  teaching  power  of  both 
lessons.  Precise  information  of  the  work  of  our  own  Foreign 
Board,  together  with  the  fact  of  our  having  two  members  of 
tlie  Sunday-school  as  Foreign  missionaries  at  present  in  India, 
helped  to  strengthen  and  make  forceful  the  plea  of  that  needy 
field.  In  reviewing  the  lessons  on  the  immigration  problem, 
our  convictions  were  made  strong  as  to  our  duty  to  American- 
ize and  Christianize  the  great  hordes  from  Southern  Europe, 
who  are  pouring  in  upon  us,  by  giving  these  lessons  a  local 
application.  This  gave  opportunity  to  present  to  the  school 
the  work  of  our  local  charitable  and   missionary  enterprises 


1 66  Manual  of  Missionary  Methods 

and  to  present  the  claims  of  these  organizations  upon  the 
schoors  benevolences. 

S.  To  aid  the  pupils  in  expressing  the  aid  received  by  oral 
teaching,  their  self-activities  were  employed  through  manual 
methods.  P^ch  class  in  the  Intermediate  and  Senior  depart- 
ments was  required  to  prepare  note-books,  and  the  entire  mis- 
sionary course  was  given  back  in  note-book  form,  the  several 
chapters  in  each  book  being  written  by  different  members  of 
the  class.  The  following  extract  from  a  circular  letter  by 
the  superintendent,  addressed  to  the  teachers  in  the  Inter- 
mediate and  Senior  departments,  is  of  interest  as  showing  the 
character  of  work  required  of  the  pupils  in  these  note-books : 

"From  the  Intermediate  and  Senior  departments  of  the 
school  we  have  assigned  class  note-books  on  the  course  of 
missionary  instruction  which  we  have  just  finished,  and  the 
following  assignments  and  instructions  are  issued  that  there 
may  be  some  uniformity  in  the  work : 

"Mr.  Haylick's  class,  'Life  of  William  Carey';  Mrs.  Brown's 
class,  'Life  of  Judson' ;  Mr.  Rosenau's  class,  'Life  of  Scudder' ; 
Miss  Horman's  class,  'Life  of  Alexander  Duff' ;  Mrs.  Dem- 
ming's  class,  'Land  and  People  of  India' ;  Miss  Ireland's  class, 
'Immigrants :  Where  They  Come  from  and  Why  They  Come' ; 
Miss  Garmong's  class,  'Foreigners  in  Our  Cities' ;  Miss  Fry- 
er's class,  'Foreigners  Mining,  Lumbering  and  Farming*; 
Mr.  Moore's  class,  'Immigration  a  Menace  and  a  Mission' ; 
Mr.  Piatt's  class,  'History  and  Religions  of  India.' 

"Inside  paper  and  cover  paper  uniform  in  size,  together 
with  suitable  pictures  and  maps,  will  be  furnished  by  the 
school  and  issued  to  the  teachers  for  the  classes.  The  maps 
will  be  colored  to  show  the  political  divisions  of  India  and 
enforce  the  elevations,  and  to  those  scholars  who  may  desire 
arrangements  will  be  made  in  the  training  class-room  to  color 
the  illustrations  with  water  colors. 

"The  note-books  on  Foreign  missions  will  show  all  the 
mission  stations  of  our  own  Board,  together  with  names  and 
pictures  of  our  missionaries. 

"All  books  will  have  an  appropriate  title,  such  as  'On  the 


For  Sunday-school  Workers  167 

Trail  of  the  Emigrant,'  'Heroes  of  the  Cross,'  'Mighty  Men  of 
Missions,'  etc.  Besides  this  title  they  will  contain  a  preface 
giving  the  names  of  all  scholars  contributing  to  the  work,  and 
following  the  preface  a  selection  of  one  or  more  verses  from 
some  missionary  hymn  that  will  fittingly  express  the  thought 
of  the  contents  of  the  note-book,  like  'Faith  of  Our  Fathers,' 
'America,'  'From  Greenland's  Icy  Mountains,'  second  verse, 
'Watchman,  Tell  Us  of  the  Night.'  " 

This  course  was  distinctly  helpful  to  the  whole  school  in 
quickening  the  interest,  sympathies  and  enthusiasm  of  the 
pupils,  and  training  them  in  intelligent  missionary  support 
aiiid  service. 

Baltimore,  Md.  Preston  Fiddis. 


sunday-school  of  the  collegiate  church  of  st.  nicholas 

(dutch  reformed) 

new  york  city. 

Special  Features:  Small  school — Interest  aroused  at  first  chiefly  by 
the  efforts  of  one  teacher— Use  of  text-books — Curios,  etc.,  used  in 
desk  reviews — Manual  work  before  school  session  by  scholars — 
Use  of  books  in  the  public  libraries  by  the  teachers. 

We  have  a  very  small  school  but  find  the  course  on  "Great 
Heroes  Among  the  Red  Men"  and  "In  the  Dark  Continent," 
published  by  The  Sunday  School  Times  Co.,  very  interesting 
to  the  children  and  to  the  teachers  as  well.  Each  child  is 
given  a  book  at  the  beginning,  those  who  lose  them  must  pay 
10  cents  for  another,  except  in  unusual  cases.  We  planned  to 
use  the  ten  minutes  each  Sunday  after  the  regular  lesson, 
which  time  is  generally  used  for  supplemental  work,  for  each 
teacher  to  review  the  chapter  on  the  missionary  heroes. 
The  superintendent  then  called  the  school  together  and 
either  gave  some  fuller  information  on  certain  points  him- 
self, using  the  large  map  on  the  wall,  or  one  of  the  teachers 
would  do  it.    The  map  was  the  special  field  being  studied. 

On   the    Sunday    when   the    books   were   first   used,   a   talk 


1 68  Manual  of  Missionary  Methods 

was  given  from  the  platform  of  about  ten  to  fifteen  minutes, 
on  the  Indians  in  general,  customs,  traits;  and  several 
weapons,  curios,  arrows,  etc.,  were  shown.  The  war  banner 
and  moccasins  especially  interested  the  boys.  Several  things 
were  pinned  to  the  bulletin-board.  Only  one  teacher  would 
speak  from  the  platform  at  first,  then  another  oflfered,  which 
makes  three  people  to  do  it.  Pictures  were  obtained,  if 
possible,  of  the  men  studied,  and  placed  on  the  bulletin- 
board. 

At  the  session  for  Marcus  Whitman,  the  story  of  his 
wonderful  ride  was  given  in  detail  and  followed  on  the  map ; 
with  Egerton  Young,  some  interesting  incident  of  his  work 
not  found  in  the  text-book. 

On  the  Sunday  following  the  study  of  the  last  Indian  hero,  a 
talk  was  given  on  our  own  work  among  the  Indians  and  what 
is  going  on  now,  with  pictures  of  some  of  them,  of  our  mis- 
sionaries and  a  few  curios,  such  as  the  dress  used  by  those 
special  tribes,  -and  two  interesting  things  which  have  hap- 
pened at  the  stations,  or  instances  of  bravery  shown  by 
Christian  Indians  there.  A  letter  was  to  have  been  read 
from  one  of  our  children  at  the  Indian   orphanage — no  time. 

The  same  ideas  are  being  followed  for  the  remaining 
lessons  on  Africa. 

As  our  school  meets  before  church,  and  the  time  is  limited, 
we  have  not  been  able  to  have  a  regular  missionary  program 
to  close  the  session. 

The  hymns  and  Scripture  at  the  begining  of  each  session 
referred  to  the  lesson  for  the  day.  The  hand-work  to  be  done 
during  the  course  by  those  who  come  fifteen  minutes  early 
(at  9.30  A.  M.),  and  to  whom  extra  marks  are  given,  is 
to  illustrate  a  missionary  hymn  by  scrap-book  work.  We 
are  doing  "From  Greenland's  Icy  Mountains."  Great  inter- 
est has  been  shown  by  most  of  the  children,  only  one  as  a 
rule,  out  of  each  class  of  six  or  seven  children  has  neglected 
to  read  the  lessons  over  beforehand.  When  possible,  we 
have  passed  books  from  the  public  library  around  among 
the  teachers,  which  books  are  referred  to  in  the   text-books. 


For  Sunday-school  Workers  169 

We  feel  that  if  we  could  have  some  of  the  interesting  ones 
referred  to  for  children  put  in  the  Sunday-school  library 
thev  would  be  well  read. 

Sara  R.  Stoutenburgh. 
April  13,  1908. 


OLIVET    MEMORIAL    CHURCH     (uNDENOMINATIOTTAl)    OF    THE 

NEW   YORK   CITY   MISSION 

LOCATED  ON    THE  LOWER  EAST   SIDE,   NEW   YORK. 

Special  Features:  Use  of  stereopticon — Unique  method  by  which  even 
the  poorest  can  give. 

Sunday-school  from  2.30  to  4  P.  M.  International  lessons 
used. 

The  Sunday-school  is  organized  as  a  "Missionary  Asso- 
ciation," to  which  every  member  of  the  school  belongs,  and 
which    contributes    to    both    Home     and    Foreign    missions. 

A  good  missionary  map  of  the  world  is  frequently  shown 
and  all  the  places  where  we  have  work  are  marked  by  red 
stars. 

We  have  quarterly  meetings  on  a  week-day  evening,  usually 
with  stereopticon  pictures,  and  we  have  had  as  many  as  500  at 
such  a  meeting. 

On  the  last  Sunday  of  each  year  instead  of  the  regular 
Sunday-school,  we  have  an  "Annual  Meeting,"  with  the  best 
speaker  we  can  procure.  Then  the  president  reviews  the 
work  of  the  year,  and  explains  carefully  where  the  money 
has  gone,  and  what  it  has  a'-'omplished. 

The  contributions  are  given  regularly  and  systematically 
in  Sunday-school,  with  special  gifts  by  any  who  choose  to 
contribute  to  a  particular  cause,  and  there  are  birthday  en- 
velopes, which  the  scholars  use  if  they  choose  (putting  in  as 
many  cents  or  dimes  as  they  are  years  old).  We  have 
offerings  at  the  quarterly  meetings  and  the  Home  Depart- 
ment send  in  their  offerings  each  quarter. 

Our    average    attendance    at    Sunday-school    is    over    five 


1 70  Manual  of  Missionary  Methods 

hundred,  and  our  average  annual  amount  raised  for  mis- 
sionary work  is  $1,350.  In  our  jubilee  year  it  was  over  $1,500. 
We  never  make  a  special  effort,  although  the  children  of 
themselves  bring  in  more  the  day  of  the  annual  meeting  and 
on  Easter  Sunday.  We  used  (long  ago)  to  have  jugs  and 
other  devices  for  raising  money,  but  we  decided  it  was  better 
to  train  the  children  to  give  regularly  than  to  make  "spurts." 
Any  child  who  is  too  poor  to  give,  can  earn  a  red  ticket  by 
learning  the  golden  text  or  memory  verses  each  Sunday, 
and  the  Sunday-school  treasurer  redeems  these  tickets  at  i 
cent  each,  so  no  child  misses  the  opportunity  of  giving  to 
the  missionary  cause. 

Mrs.  a.  F.   Schauffi.er, 
Member  Missionary  Committee. 


II.    THE  SCHOOL  IN  THE  SMALLER  CITY  OR  TOWN. 

FIRST   BAPTIST  BIBLE    SCHOOL 
WEST   LYNN,   MASS. 

Special  Features:  Missionary  specialist — Library  well  used — Mission- 
ary Rally  Day — Missions  emphasized  in  each  lesson — Definite 
prayer  and  effort  to  secure  missionary  recruits. 

We  have  a  missionary  secretary  whose  sole  work  it  is 
to  give  her  whole  time  and  attention  to  the  promotion  of 
intelligent  and  effective  study  in  the  school.  She  is  a  young 
woman,  college  graduate,  deeply  interested  in  the  work  of 
missions,  and  is  also  president  of  a  large  and  successful 
Woman's   Missionary   Society   in  our  church. 

On  each  Sunday  during  the  regular  session  it  is  planned 
that  she  shall  speak  to  two  classes  on  the  subject  of  missions. 
Her  work  is  usually  illustrated  by  the  use  of  pictures  or 
objects  relating  to  the  topic  of  the  day.  The  whole  school 
from  the  Primary  department  to  the  largest  organized  class 
is  covered  in  this  way.  Of  course  her  plan  and  methods  of 
teaching  have  to  be  adapted  to  the  varying  needs. 

At  our   regular  teachers'   study   class  on   Friday   evenings, 


For  Sunday-school  Workers  171 

she  is  allowed  a  few  minutes  to  present  before  our  workers 
the  missionary  application  of  the  following  Sunday's  lesson. 
Her  plan  is,  first  of  all.  that  every  member  might  have  an 
intelligent  conception  of  Baptist  missions,  both  Home  and 
Foreign.  Within  a  very  few  weeks  we  are  to  take  China  as  a 
definite  country  and  specialize  on  it  for  some  little  time  to  come. 

Our  library  is  from  week  to  week  being  supplied  with 
the  very  best  and  most  interesting  missionary  books  that  we 
can  find.  These  are  not  only  put  into  the  library,  but  are 
publicly  announced  from  the  platform,  and  a  few  words  of 
commendation  spoken  of  each  book.  There  is  always  a 
rush   to  secure  these  books  after  this. 

Every  class  in  the  school  is  provided  with  a  very  neat, 
attractive,  informing  missionary  box.  Even  in  the  Senior 
and  Adult  departments,  a  large  number  of  scholars  use  the 
boxes.  Class  and  individual  offerings  are  put  into  these 
boxes,  and  under  the  advice  of  our  Sunday-school  Cabinet 
will  be  divided  as  seems  best  for  various  missionary  enter- 
prises. 

Sunday,  March  22d,  was  our  spring  Missionary  Rally 
Day.  It  was  a  grand  success  in  point  of  numbers,  interest 
and  contributions.  For  many  weeks  in  advance  it  was  con- 
tinually being  brought  before  the  church  and  the  school  by 
platform  notices,  also  advertising  in  the  daily  papers.  A 
large  bulletin-board  was  used,  announcing  the  plans  of  the 
day,  with  a  space  in  the  middle  of  the  board,  in  which  from 
week  to  week  were  put  the  most  interesting  and  attractive 
missionary  pictures  on  the  market.  The  Rev.  John  M.  Moore, 
of  Boston,  was  the  chosen  speaker  for  the  occasion.  His 
photograph  appeared  in  our  local  print  on  the  Saturday 
night  before  our  Rally  Day,  together  with  a  history  of  his 
work,  and  the  plans  for  the  next  day.  This  was  good  ad- 
vertising. 

As  an  incentive  to  encourage  a  large  attendance,  a  valuable 
book  was  offered  to  every  class  having  each  one  of  its 
members  present;  this  book  to  be  presented  to  the  teacher 
of  the  class  as  a  mark  of  appreciation  for  services  rendered 


172  Manual  of  Missionary  Mctliods 

from  week  to  week.  The  result  was  that  on  our  Rally  Day 
85  per  cent,  of  our  members  were  present  and  nineteen  classes 
had  every  member  there.  The  only  excuse  for  absence 
allowed  was  sickness,  which  prevented  one  from  being  present. 
We  gave  to  our  Junior  and  Intermediate  teachers  "Uganda's 
White  Man  of  Work,"  and  to  our  Senior  teachers,  "The  Uplift 
of  China." 

We  use  every  available  opportunity  to  emphasize  the  -mis- 
sionary side  of  the  current  Sunday-school  lesson. 

We  definitely  plan  to  retnember  in  prayer  the  missionaries 
and  their  work.  At  the  present  time  we  are  praying  and 
working  that  three  of  our  members  might  enlist  either  as 
Home  or  Foreign  missionaries.  We  find  that  very  gradually, 
in  a  strong,  healthy  manner,  there  is  growing  an  intelligent 
zeal  for  missions. 

Ralph  W.  Brown, 

Superintendent. 

SOUTHSIDE  BAPTIST  SUNDAY-SCHOOL 
BIRMINGHAM,    ALA. 

Special  Features  :   Mission  Study  Class  for  teachers— Strong  missionary 
spirit  in  the  school — Large  missionary  offering. 

We  follow  the  International  series  of  lessons.  Missionary 
education  is  supplemental,  and  our  school  is  thoroughly  drilled 
along  all  missionary  lines.  The  missionary  lessons  are  studied 
once  a  month,  but  we  keep  this  important  subject  before 
our  scholars  constantly.  For  the  first  three  months  of  this 
year  all  of  our  collections  in  the  school  went  to  Foreign 
missions,  and  we  raised  the  magnificent  sum  of  $1,249.  I" 
our  teachers'  and  workers'  meeting  we  had  a  missionary 
study  class  during  the  entire  three  months,  studying  China — 
"The  Uplift  of  China" — and  we  found  this  part  of  our  meet- 
ing extremely  interesting  and  helpful.  Our  pastor  taught  this 
part  of  the  service.  We  have  a  missionary  superintendent, 
and  he  keeps  us  thoroughly  posted  in  regard  to  both  Foreign 
and  Home  missions.     We  are  now    supporting  a  missionary 


For  Sunday-school  Workers  173 

in  Japan  and  we  keep  in  close  touch  with  her  and  the  work- 
in  that  land.  Our  school  is  intensely  spiritual,  full  of  the  mis- 
sionary spirit  and  is  doing  mighty  things  for  the  Master 
along  all  missionary  lines. 

I  honestly  believe  we  have  one  of  the  best  organized, 
progressive,  aggressive  and  up-to-date  schools  on  the  Ameri- 
can continent.  It  would  do  your  heart  good  to  be  in  one 
of  our  teachers'  meetings — anywhere  from  75  to  100  attend 
this  meeting  every  Wednesday  evening  at  6.30,  lasting  until 
8  o'clock. 

J.    B.    MOSEBY. 


THE    SUNDAY-SCHOOL  OF   SUMMIT   STREET    UNITED   BRETHREN 

CHURCH 

DAYTON,  OHIO. 

Special  Features  :  An  enthusiastic  Superintendent  in  the  lead — Concrete 
suggestions  furnished  the  teachers  in  each  grade. 

Immediately  after  reading  the  report  of  the  Silver  Bay 
Sunday-school  Conference,  August,  1906,  I  said:  "That's  just 
it.  Missions  is  both  pedagogical  and  evangelistic.  It  is  one 
thing  to  know  what  the  Gospel  is.  It  is  quite  another  to 
know  zvhat  it  does.  Our  school  must  know  both,  therefore 
we  will  have  mission  study  which  I  conceive  to  be  the  kinetics 
of  th&  Bible."  Every  month  since  we  have  had  work  like 
that  described  above,  though  we  have  been  having  offerings 
for  years.  My  first  attempt  was  to  give  talks  from  the  desk. 
This  seemed  interesting  and  helpful,  but  I  said:  "The  teach- 
ers must  be  doing  something  at  this  job."  Then  I  had  type- 
written manifold  copies  of  questions,  suggestions  and  ref- 
erences made  for  all  teachers.  This  was  fairly  good,  but  I 
saw  our  work  must  be  graded,  so  I  made  three  lists,  pedago- 
gically  adapted  to  Primary,  Intermediate  and  Senior  grades. 
This  works  better  for  both  scholar  and  teacher.  Of  course, 
I  suppose  some  teachers  take  less  interest  in  this  phase  of 
the  work  than  others,  but  in  the  main  we  think  it  is  the  thing. 

During  the  year  1908-1909  about  one  hundred  studied  Home 


1 74  Manual  of  Missionary  Methods 

missions,  "The  Frontier,"  in  the  early  part  of  the  winter. 
After  the  holidays  sixty  or  seventy  engaged  in  the  study  of 
the  denominational  text-book,  "Our  Foreign  Missionary  En- 
terprise," which  has  for  its  several  chapters  the  various  fields 
of  missionary  effort  of  the  United  Brethren  Church. 

The  next  move  that  Summit  Street  Church  should  now  be 
ready  to  inaugurate  is  the  support  of  a  Foreign  or  Home 
missionary  in  addition  to  our  present  gifts  which  are  already 
far  above  the  average  of  our  denomination,  but  all  too  small 
for  our  ability  and  our  privileges.  Learning  must  be  ac- 
companied by  doing;  instruction  by  training,  and  feeling  for 
missions  by  action  in  missions. 

In  all  our  work  in  the  Sunday-school  we  are  trying  to 
make  it  "missions"  rather  than  merely  Home  or  Foreign, 
so  either  vary  or  combine  our  programs  embodying  both 
ideas. 

Below  is  the  material  for  a  Missionary  Sunday  furnished 
by  the  superintendent  to  the  teachers  of  the  different  depart- 
ments. 

PRIMARY    DEPARTMENT. 

Dear  Mrs.  Gilbert : — Ne.xt  Sunday,  September  27th,  is  Mis- 
sionary Sunday.  Will  you  kindly  take  up  for  ten  minutes 
the  topic  the  other  departments  study  "The  Cry  of  the  City," 
and  tell  the  children  of  the  wretchedness  and  poverty  gf  little 
children  in  slums.  Try  to  show  them  how  we  can  help  them 
and  how  Jesus  helped  the  poor  people. 

Ask  to-day  that  they  bring  a  special  missionary  gift  for 
Missionary  Sunday. 

Yours  very  kindly, 

W.  G.  Clippinger. 

INTERMEDIATE   DEPARTMENT. 

Missionary  Sunday. 

September  27,  1908. 
Dear  Teacher : — This  month  our  missionary  topic  is  an  in- 
tensely practical  one,  "The  Cry  of  the  City."     Take  as  much 


For  Sunday-school  Workers  175 

of  the  lesson  hour  as  possible,  all   if  you  choose,  beginning 
at  the  opening.     Encourage  a  good  offering. 

Assign  questions  to-day.     Scripture,  Genesis  i8:  16-33. 

I  suggest  something  like  the  following  for  a  plan: 

1.  Tell  briefly  the  charming  story  of  how  noble  Abraham 
pleaded  for  wicked  Sodom. 

2.  Then  tell  a  story  of  conditions  in  a  modern  city  with 
its  thousands  of  both  good  and  bad  people.  Tell  of  the 
poverty,  suffering,  hunger,  filth,  wickedness  and  vice  prevail- 
ing, and  show  how  little  innocent  children,  boys  and  girls, 
must  grow  up  in  these  conditions. 

3.  Ask  your  scholars  how  they  think  we  can  help  them. 
Tell  them  of  social  settlement  work,  of  institutional  churches, 
of  charity  homes,  etc. 

4.  Then  show  them  that  this  is  just  the  spirit  of  Jesus 
working  in  practical  life. 

To  warm  your  heart  on  this,  read  Chapter  V  of  Strong's 
"Challenge  of  the  City,"  studied  last  year  by  our  young  peo- 
ple. Refer  also  to  The  Sunday  School  Times,  "Watchword" 
and  "Telescope"  for  this  date. 

I  am  wishing  you  a  rich  blessing  in  the  consideration  of 

this  vital  topic. 

Very  kindly. 

Your  Superintendent, 

W.  G.  Clippinger. 

SENIOR   DEPARTMENT. 

Missionary  Topic. 

Sunday,  Sept.  27,  1908. 
.  Dear  Teacher : — This  month  our  missionary  topic  is  an  in- 
tensely practical  one,  "The  Cry  of  the  City."  Take  plenty 
of  t,ime  at  the  beginning  of  the  lesson  hour,  use  the  entire 
hour  if  you  choose.  Encourage  a  good  offering  from  your 
class. 

Assign  questions  to-day.     Scripture,  Genesis  18:  16-33. 

I.  Discuss  briefly  in  a  few  words  the  old  story  of  Sodom 
and  Abraham's  pleading  for  it. 


1 76  Manual  of  Missionary  Methods 

2.  Picture  a  modern  city  swarming  with  both  good  and  bad 
people. 

3.  Tell  your  class  that  nearly  half  (47  per  cent.)  of  the  peo- 
ple of  America  live  in  cities,  and  the  vast  majority  are  poor, 
ignorant  and  unchurched. 

4.  Then  raise  the  question  of  the  obligation  of  the  modern 
church  to  these  people.  How  can  we  help  them?  How  im- 
prove physical  and  social  conditions?  How  best  carry  the 
gospel  to  them?  Should  good  people  go  to  live  and  work 
among  them?  Would  you  be  willing  to  do  it?  What  was 
Jesus'  way? 

Read  Chapter  V  of  Strong's  "Challenge  of  the  City,"  the 
mission  book  studied  last  year  by  our  young  people.  Also  the 
last  page  of  The  Sunday  School  Times  for  September  12th 
and  notes  in  the  "Watchword"  and  "Telescope"  on  the  topic. 
I  am  wishing  you  a  rich  blessing  in  the  teaching  of  this 
vital  subject. 

Very  truly. 

Your  Superintendent, 

W.  G.  Clippinger. 


FIRST    METHODIST    EPISCOPAL    SUNDAY-SCHOOL    ( SOUTH) 
MEMPHIS,    TENN. 

Special  Features  :  Systematic  instruction— Support  of  specific  work  on 
the  field,  with  which  the  school  is  in  frequent  communication — 
Use  of  stereopticon. 

In  our  Beginners  department  we  have  an  offering  for  mis- 
sions every  Sunday,  as  the  little  children  insist  on  doing  this 
loving  service  every  week.  In  all  the  other  departments  we 
observe  the  first  Sunday  of  each  month -as  the  Missionary 
Sunday.  On  each  date  we  not  only  take  an  offering,  but  our 
plan  as  far  as  possible  is  to  present  in  each  department  some 
particular  mission  field,  biography,  or  some  such  matter  as 
will  interest  our  pupils  in  the  particular  work  of  our  mission 
fields. 


For  Sunday-school  Workers  lyj 

In  view  of  the  fact  tliat  we  help  support  a  missionary  in 
Korea  and  also  have  a  native  missionary  in  Korea  and  have 
for  a  good  many  years  assisted  one  of  our  missionaries  in 
Japan  and  one  in  China,  we  have  a  good  many  communica- 
tions from  them,  which  are  read  in  order  to  give  the  school 
a  vital  interest  in  our  own  representatives  in  the  foreign  field 
We  have  had  a  mimber  of  stereopticon  views  and  very  in- 
teresting lectures  concerning  these  various  fields.  Whenever 
we  can  have  returned  missionaries  visit  us,  we  always  have 
them  speak  to  the  school. 

During  the  past  year  we  have  aided  in  building  a  school- 
house  in  Korea,  and  we  are  now  building  a  boat,  on  one  of 
the  rivers  in  Korea,  to  be  used  in  connection  with  two  of  our 
missionary  stations  in  that  country. 

So  you  see  we  have  been  keeping  in  right  close  touch  with 
our  great  missionary  work,  and  it  is  surely  true  that  the  more 
that  is  known  of  this  chief  work  of  the  Church  the  larger 
the  interest  will  be. 

J.  R.  Pepper, 
Superintendent. 


ELMWOOD   TEMPLE  CONGREGATIONAL   SUNDAY-SCHOOL 
PROVIDENCE,    R.     I. 

Special  Features:  Remarkable  results,  due  largely  to  one  enthusiast — 
Instruction  first  in  a  single  department,  gradually  spreading  to 
the  whole  school — Unique  programs  by  different  departments. 

Our  Primary  Sunday-school  has  definite  missionary  in- 
struction for  five  minutes  the  first  Sunday  of  each  month,  at 
which  time  a  missionary  collection  is  taken. 

This  instruction  consists  of  definitions,  songs,  prayers, 
incidents  and  descriptions  of  the  school  and  work  of  the 
Caesarea  Kindergarten,  to  which  a  contribution  is  regularly 
made. 

Our    home    work    has    been    for    a    Sunday-school    in    the 


1 78  Matiual  of  Missionary  Methods 

West  to  which  toys,  books  and  papers  and  money  have  been 
sent  each  year.  Of  late  our  work  for  the  Indians  has  been 
studied,  the  children  making  scrap-books  and  patch-work 
for  their  schools.  We  plan  to  have  a  social  at  which  there 
will  be  children  dressed  in  Indian  costume,  and  tepees  from 
which  refreshments  shall  be  served,  and  a  program  to  show 
what  is  being  done  among  the  Indians. 

Our  Sunday-school  session  is  from  quarter  past  twelve  to 
half  past  one,  a  half  hour  being  given  to  the  study  of  the 
International  lessons.  Wi*h  opening  and  closing  exercises, 
remarks  by  the  superintendent,  and  the  lesson,  the  hour  and 
a  quarter  is  soon  exhausted.  Our  Junior  and  Intermediate 
departments  meet  together.  There  is  no  supplemental  teach- 
ing and  there  seems  to  be  an  aversion  to  any  innovations. 

Somewhat  over  a  year  ago  a  teacher  who  was  the  leader 
of  a  missionary  society  of  sixteen  young  ladies,  all  members 
of  the  school,  offered  the  services  of  this  society  as  a  Mis- 
sionary Committee.  Their  first  work  consisted  in  marking 
the  quarterly  Missionary  Sunday  by  special  exercises,  par- 
ticipated in  by  scholars  drilled  by  members  of  the  committee. 

Before  our  next  collection  a  mite  box  was  given  to  each 
class  and  by  free-will  offerings  and  earnings  our  contribu- 
tion was  more  than  doubled. 

For  ten  j'ears  we  have  had  a  missionary  library  and  have 
never  succeeded  in  having  it  read.  So  the  following  plan  was 
adopted : 

In  the  first  place  we  felt  that  the  books  we  had  were  too 
advanced  for  those  of  Junior  age,  and  so  the  Sunday-school 
voted  to  enlarge  its  library  by  putting  in  the  Juvenile  Mis- 
sionary Library.  Four  of  these  books  were  reserved  for  the 
prizes  in  the  reading  contest.  The  remaining  six  were  cov- 
ered and  listed  for  Junior  readers  or  those  from  the  ages 
of  ten  to  fifteen  years.  We  already  had  twelve  books  for 
those  from  fifteen  and  above.  A  committee  of  three  mis- 
sionary workers,  all  strangers  to  our  Sunday-school,  pre- 
pared a  list  of  ten  questions  on  each  of  these  books,  which 
was  pasted  in  the  front  of  the  books. 


Foe  Sunday-school  Workers  179 

Then  announcement  was  made  that  a  reward  would  be 
given  to  the  boy  and  girl  of  Junior  age  who  should  read 
three  books  and  answer  most  intelligently  the  questions  in 
the  front  of  one  of  these  books.  Also  a  reward  to  the  Senior 
boy  and  girl  who  would  fulfill  the  same  conditions  for  their 
library.  Three  months  were  given  for  the  reading  and  there 
were  some  simple  rules  regulating  the  contest.  Thirty 
entered  into  it — nineteen  Juniors  and  eleven  Seniors,  and  per- 
sonal work  will  bring  more.  The  Junior  books  are  in  such 
demand  that  they  are  drawn  before  Sunday-school  and  one 
boy  who  had  said  he  "hated  missionary  reading,"  stayed 
in  on  Saturday  afternoon  to  answer  the  questions  on  "Heroes 
of  the  South  Seas,"  instead  of  playing  ball  as  usual. 
Another  boy  who  drew  one  of  Alger's  books  and  "Uganda's 
White  Man  of  Work"  on  the  same  Sunday,  said  that  the 
latter  beat  the  former  all  to  pieces.  The  three  who  prepared 
the  questions  are  to  be  judges. 

Our  collections  have  been  given  alternately  to  our  Foreign 
and    Home  Boards. 

Our  school  numbers  about  two  hundred,  seventy  of  this 
number,  perhaps,  being  Primary  pupils. 

Mrs.  Georgia  M.  Root. 
April  4,  1908. 


SUNDAY-SCHOOL     OF     SAINT     LUKE  S     PROTESTANT     EPISCOPAL 

CHURCH 

SAINT  JOHN,  NEW  BRUNSWICK,  CANADA. 

Special  Features:  Teachers  urged  to  use  Missionary  illustrations 
published  by  the  Missionary  Committee  of  the  Canadian  Church 
— Use  of  charts,  pictures,  diagrams,  etc. — Practical  missionary 
activities — Dedication  of  life  to  missionary  service. 

We  hold  our  sessions  at  2.30  P.  M.,  for  one  hour.  The 
lessons  used  are  the  International,  adapted  to  the  Church 
Seasons,   as   published   by   our    Anglican   Church   in   Canada. 


1 80  Manual  of  Missionary  Methods 

In  the  liigliest  grades  of  our  school,  we  conduct  series  of 
studies  in  tlie  Book  of  Acts  with  the  purpose  of  teaching 
Church  polity  and  expansion  with  their  present  day  applica- 
tion to  missions.  We  take  advantage  of  every  opportunity 
to  have  returned  missionaries  address  the  school,  we  urge 
our  teachers  to  use  missionary  illustrations  in  their  teaching, 
these  illustrations  being  furnished  to  us  by  the  Missionary 
Committee  of  our  Canadian  Church  in  the  way  of  excerpts 
from  the  missionary  publications.  Once  a  month  we  devote 
all  the  offertory  to  missions,  having  on  that  Sunday  a  special 
form  of  service  for  opening  and  closing  the  session,  and  a 
ten-minute  talk  given  the  scholars  by  some  one  arranged  for 
by  our  Sunday-school  Missionary  Committee. 

We  decorate  our  walls  with  missionary  charts,  diagrams, 
maps  and  pictures.  We  have  letters  regularly  from  those 
missionaries  who  have  gone  from  our  own  school,  and  these 
are  read  from  the  desk.  We  have  a  number  of  clubs  and 
some  of  the  classes  are  organized  for  the  purpose  of  working 
for  these  missionaries,  making  articles  for  use  in  the  mission 
hospitals  and  schools.  We  find  that  this  helps  much  to  put 
missions  in  the  concrete  and  clothe  them  with  reality. 

There  is  no  division  made  between  Home,  Domestic  and 
Foreign  work.  All  is  considered  as  missions,  and  always  the 
principle  that  the  Church  exists  solely  for  the  purpose  of 
preaching  the  gospel  in  all  the  world  is  placed  '\\\<  the  most 
prominent  place. 

The  result  of  our  efforts  in  the  missionary  cause  have  been 
that  from  a  last  place  on  the  list  missions  have  come  to 
occupy  the  first  place  in  both  Church  and  School,  and  best 
of  all  never  a  year  goes  by  that  God  does  not  come  to  us 
and  take  at  least  one  of  our  Sunday-school  teachers  for  His 
ivorh  in  the  zi^ider  field. 

We  plan  to  continue  our  definite  mission  work  and  have 
pledged  ourselves  to  double  our  contribution  to  missions  this 
year. 

R.  P.  McKiM. 


For  Sunday-school  Workers  l8l 

ST.  Stephen's  pkotestant  ei'iscopal  sunday-school 

LYNN,    MASS. 

Special    Features:     Missions   taught   by  a    specialist— Home  work   by 
pupils. 

The  length  of  our  Sunday-school  session  is  one  hour,  with 
forty-five  minutes  for  the  lesson.  We  use  a  series  of  lessons 
of  our  own.  Our  suppleinental  work  is  of  two  kinds,  mem- 
ory work  and  mission  work.  The  mission  work  is  con- 
ducted by  a  special  teacher,  progressively,  beginning  with 
the  third  grade  Primary  and  running  through  five  grades 
of  the  Grammar  and  two  of  the  High.  The  school  is  graded 
like  a  day-school.  The  mission  lesson  is  always  supplemental 
and  never  a  substitution.  Fifteen  minutes  is  required  for  teach- 
ing the  lesson,  which  is  largely  biographical.  The  work  is  on 
consecutive  Sundays  and  runs  through  the  entire  year.  In- 
struction is  given  in  the  classes  after  the  regular  lesson, 
all  classes  of  the  same  grade  meeting  together  while  the 
rest  of  the  school  is  having  its  closing  service  in  the  church. 
The  special  teacher  does  nothing  else  in  the  school  but 
teach  missions.  She  is  qualified,  and  well  qualified,  by  natural 
teaching  ability  and  by  knowledge  of  her  subject.  The 
pupils  do  satisfactory  home  work,  consisting  of  the  repro- 
duction of  the  story  as  she  gives  it. 

•  The  pupils  contribute  to  Foreign  missions  through  the 
Junior  Auxiliary,  which  supports  a  day-school  for  girls  in 
China,  and  through  the  Sunday-school  offerings,  which  sup- 
port another  day-school,  also  by  Lenten  offerings,  which 
go  for  general  missions. 

Both  Home  and  Foreign  missions  are  included  in  the  course. 
The  work  commends  itself  to  pupils  and  teachers  alike,  the 
pupils  oftentimes  expressing  more  interest  in  that  part  of 
the  work  than  in  any  other.  We  do  indeed  plan  to  con- 
tinue missionary  instruction  in  the  school. 

Ernest  J.   Dennen, 

Rector, 
April  9,  1908.  .    . 


1 82  Manual  of  Missionary  Methods 


FIRST    PRESBYTERIAN    SUNDAY-SCHOOU 
TOPEKA,    KANSAS. 
Special  Features:  Use  of  text-books— Thorough  preparation  of  teach- 
ers— Home  study  by  pupils  and  special  assignments  given  them — 
Large  financial  returns  as  a  result  of  adequate  instruction. 

A  systematic  study  of  missions  has  recently  been  begun, 
with  most  encouraging  indications  of  enthusiasm  and  practical 
results.  "Missionary  Studies  for  the  Sunday-school,"  published 
by  The  Sunday  School  Times  Co.,  has  been  introduced  as  a 
text-book,  one  copy  being  furnished  to  each  family  represented 
in  the  Senior,  Normal  and  Intermediate  Departments.  The 
teachers  of  the  Primary  Department,  but  not  the  pupils,  are 
also  provided  with  a  copy,  and  all  departments  except  the 
Beginners'  are  engaged  in  the  study. 

The  first  lesson  on  "The  Mountaineers"  was  assigned  for 
study  on  March  22d,  replacing  the  Quarterly  Review.  The 
entire  study  period  of  thirty  minutes  was  given  to  it,  and  the 
lesson  was  presented  in  each  class  by  the  teacher. 

Much  preparatory  work  was  done  to  ensure  the  success  of 
the  lesson.  A  teachers'  dinner  followed  by  a  program,  is  held 
monthly,  with  an  average  attendance  of  fifty.  At  the  dinner 
preceding  March  22d,  the  superintendent  conducted  a  model 
lesson  on  the  Mountain  Whites,  treating  the  teachers  as  a 
class  and  using  the  missionary  text-book.  A  list  of  books 
bearing  on  this  subject  to  be  found  in  the  city  library  was 
placed   upon   the   blackboard. 

The  text-books  were  distributed  two  weeks  in  advance  and 
pupils  were  asked  to  come  prepared  on  the  lesson.  Many 
teachers  assigned  special  topics  for  papers  and  talks. 

The  results  were  most  gratifying.  From  the  Primary  De- 
partment up  to  the  Brotherhood  class,  teachers  reported  that 
classes  were  enthusiastically  interested,  and  enjoyment  of  the 
lesson  was  universal. 

The  ofifering  the  following  week  amounted  to  $46.51.  Three 
dollars  and  forty-nine  cents  were  added  by  the  teachers;  $50 
was  sent  to  Harlan  Institute,  and  the  school  felt  a  pride  and 
pleasure  in  knowing  that  it  had  done  something  definite  for 
the  Mountain  Whites. 


For  Siaiday-scJiool  Workers  183 

The  Easter  egg  coin  cards  provided  by  the  Board  for  an 
Easter  offering  for  Foreign  missions  were  distributed  four 
weeks  before  Easter.  Their  purpose  was  explained  in  a  sen" 
tence,  but  there  was  a  careful  refraining  from  any  urging  of 
large  offerings,  the  desire  being  to  have  the  offering  merely 
register  the  increased  missionary  interest  which  the  new  knowl- 
edge and  the  new  plans  are  creating.  These  plans  look  rather 
to  the  education  of  those  who  will  compose  the  church  of  the 
future,  in  permanent  missionary  zeal  and  sense  of  respon- 
sibility, than  to  securing  large,  spasmodic  gifts  in  the  present 
under  special  pressure.  The  Easter  offering  was  $78,  by  far 
the  largest  every  received  in  the  school. 

The  pastor,  superintendents  and  teachers  are  all  heartily 
enthusiastic  over  the  systematic  study  of  missions  and  its 
results.  They  believe  that  such  work  as  this  in  the  Sunday- 
schools  of  to-day,  where  the  church  of  to-morrow  is  receiving 
its  ideals  and  standards  of  church  duty,  is  going  to  do  more 
than  anything  else  to  secure  a  church  loyal  to  its  Master's 
command  to  evangelize  the  world. 

Helen   Rolland  Estey, 

Superintendent. 

III.  THE  SCHOOL  IN  THE  SUBURBS  OR  COUNTRY- 

the  methodist  episcopal  sunday-school. 

bellevue,  pa. 

Special  Features:  Use  of  text-books — Manual  AA^ork — Vital  prayer. 

Our  schooil  begins  at  9.30  and  dismisses  at  10.50  A.  M. 
We  use  the  International  lessons  in  all  grades. 

The  Junior  and  Intermediate  departments  took  up  mis- 
sions as  supplemental  work  during  the  last  quarter  of  the 
year.  We  finished  the  quarter  with  a  missionary  rally  on 
Christmas  Sunday.  On  this  day  we  took  the  missionary 
collection  for  the  year  and  it  was  the  largest  in  the  history 
of  the  school.  We  feel  that  this  was  the  result  of  teaching 
missions  the  quarter  preceding. 

In  the  Junior  department  the  first-year  pupils  studied 
Alaska  and  the  second-year  pupils  Japan. 


1 84  Manual  of  Missionary  Methods 

In  the  Intermediate  department  we  used  "Coming  Ameri- 
cans," by  Katherine  Crowell,  for  the  younger  pupils,  and 
"Uganda's  White  Man  of  Work"  for  pupils  from  fourteen  to 
sixteen  years  of  age. 

We  devoted  the  lirst  twenty  minutes  of  the  lesson  period 
to  the  missionary  study  and  then  had  the  International  lesson 
taught  briefly.  In  the  Junior  department  the  teachers  taught 
the  missionary  lesson  and  the  superintendent  taught  the  Inter- 
national lesson  from  the  desk.  In  the  Intermediate  department 
the  teacher  taught  both  lessons. 

The  only  preparation  tliat  the  teachers  had  was  that  we 
gave  them  the  books  with  lesson  helps  a  month  ahead  and 
explained  how  we  wanted  the  work  done. 

I  taught  "Uganda's  White  Man  of  Work"  to  a  class  of 
girls  during  August  and  September,  but  was  more  fortunate 
than  the  other  teachers,  because  I  had  a  class-room.  We 
used  a  map  of  the  world,  blackboard  and  note-book.  The 
girls  willingly  prepared  a  chapter  for  each  Sunday  ?nd  all 
took  part  in  the  class  work.  I  asked  each  pupil  to  write  for 
me  a  story  from  the  Bible  that  they  thought  should  have 
been  left  for  Mutesa  when  Stanley  left  Uganda. 

R.  Jane  Hammond, 
SupennUndent  Intermediate  Department. 

CANADIAN    PRESBYTERIAN    SUNDAY-SCHOOL 

WESTON,    ONTARIO. 

Special  Features:  A  splendid  illustration  of  what  can  be  done  in  a 
small  village  Sunday-school  of  100  scholars — Formerly  no  mis- 
sionary interest;  no\v,  largely  through  leadership  of  the 
Superintendent,  the  school  believes  that  Missions  is  the  essence 
of  the  gospel,  hence  taught  every  Sunday — Frequent  use  of  the 
stereopticon — Results,  united  definite  prayer;  largely  increased 
gifts  to  specific  work  at  home  and  abroad  ;  one  of  the  former 
teachers  now  a  missionary  in  Africa  and  two  young  men  in  the 
school  will  likely  become  ministers  or  missionaries. 

Our  school  is  only  a  village  school  with  an  average  attend- 
ance of  100,  but  it  is  alive  to  the  great  work  that  is  to  be 
done.  We  were  in  debt  and  doing  nothing  outside  of  our- 
selves. 


For  Sunday-school  Workers  185 

Our  first  start  in  missions  was  at  Christmas.  The  school 
had  always  had  a  Christmas  tree  at  considerable  expense. 
We  had  a  talk  with  the  scholars  and  told  them  how  some  of 
the  poor  children  in  Toronto  were  destitute  and  did  not  have 
even  enough  to  eat.  The  scholars  became  interested  at  once, 
so  we  decided  to  have  a  social  instead  of  the  tree.  The 
city  missionary  came  out,  we  used  the  lantern  illustrating  the 
great  need  in  the  city.  The  admission  was  any  kind  of  food, 
produce  or  clothing.  A  wagon  load  was  sent  into  the  city 
mission ;  it  was  a  decided  success,  and  this  was  the  beginning 
of  missions  in  our  9chool. 

From  this  small  beginning  we  kept  on  increasing  in  mis- 
sion work.  Mite  boxes  were  introduced,  definite  work  planned, 
Home  Department  started.  An  Adult  Bible  Class  was  or- 
ganized by  Mr.  Sanderson,  one  of  our  teachers,  who  through 
the  mission  work  in  our  school  became  a  volunteer  for  the 
field,  and  is  now  in  the  Soudan  mission  in  Africa.  He  is 
entirely  supported  by  the  class,  at  the  rate  of  four  hundred 
dollars  per  year,  and  all  subscribed  for  three  years.  The 
class  is  called  the  George  Sanderson  Bible  Class.  Monthly 
letters  are  received  from  Mr.  Sanderson,  and  a  copy  is  sent 
to  each   subscriber. 

We  give  missionary  instruction  by  doing  practical  and  defi- 
nite work.  Tin  mite  boxes  3^x2^x1,  are  used  every  Sun- 
day by  the  unorganized  classes.  Their  use  has  not  decreased 
but  increased  the  general  offering  of  the  school.  The  teacher 
keeps  the  box  and  when  filled  gets  another  one,  brings  it  to 
the  school  every  Sunday.  At  Christmas  time  it  is  part  of 
our  entertainment,  opening  the  boxes.  The  collections  from 
these  boxes  support  our  Mr.  Jow,  a  native  helper  in  Honan, 
the  balance  going  to  help  our  Knox  college  student  in  our 
Home  field.    Of  course,  there  is  the  regular  collection  as  well. 

The  young  ladies'  class  have  their  own  definite  work,  also 
the  young  men's.  The  Adult  Bible  Class  have  their  Mr. 
Sanderson.  The  Home  Department  support  a  pupil  at  the 
Pointe  aux  Trembles  school  in  Quebec. 

We  find  the  lantern  the  most  effective  way  to  teach   mis- 


1 86  Manual  of  Missionary  Methods 

sions  in  the  school,  as  it  impresses  the  lessons  on  the  child's 
mind  that  will  never  be  forgotten. 

We  illustrate  the  lesson  with  a  Bible  picture.  The  mission 
thought  in  the  lesson,  with  a  mission  picture  and  story  from 
our  own  missionaries  if  possible. 

We  use  missionary  hymns  at  every  opportunity,  illustrated 
with  mission  pictures  from  the  Home  and  Foreign  fields. 
For  instance,  "Stand  Up  for  Jesus"  is  illustrated  with  a  photo 
of  our  missionary,  Mrs.  Mitchell,  with  her  girls  of  the  mis- 
sion school  in   Honan  standing  up  for  Christ. 

Our  scholars  are  now  becoming  so  interested  in  missions 
that  we  cannot  give  them  too  much  missionary  information. 

Every  Sunday  in  our  school  is  a  Mission  Sunday.  We  don't 
know  how  to  teach  in  any  other  way.  We  take  the  word 
mission  to  mean  doing  something  outside  of  our  school,  help- 
ing somebody,  the  gospel,  spreading  the  good  news. 

Definite  prayers  for  our  own  workers  and  the  missionaries 
of  the  fields  of  our  church  are  offered  up  in  the  pulpit,  Sun- 
day-school, Adult  Bible  Class,  in  private  and  at  the  family 
altar. 

We  are  out  of  debt.  The  spiritual  uplift  that  missions 
have  given  to  our  own  school  and  church  cannot  be  estimated. 
The  definite  work  being  done,  especially  the  supporting  of 
Mr.  Sanderson,  has  added  new  life  to  our  church  members. 
Young  men  in  the  Adult  class  who  never  thought  of  offering 
up  a  public  prayer  can  now  take  part  in  meetings  and  pray. 
From  the  missionary  effort  made  in  our  school  it  is  noticeable 
that  two  more  young  men  will  likely  give  themselves  to  the 
ministry   or  the   Foreign  field. 

The  Lantern  Slide  Department  of  the  Presbyterian  Church 
in  Canada,  which  supolies  slides  and  lantern  outfits  at  cost, 
is  an  outgrowth  of  the  missionary  effort  in  our  Sunday-school. 

Frederick  W.  Moffat, 

Superintendent. 


APPENDIX  A 
Programs  and  Orders  of  Service 


For  a  Missionary  Sunday  in  a  Local  Sunday-School.      Illus- 
trating the  "  Interpretative  Method," — see  Chapter  V 

This  order  is  suggested  where  the  regular  Bible 
lesson  of  the  day  is  given  a  missionary  interpretation. 
Numbers  5,  6,  8  and  9  would  not  all  be  used  on  the 
same  Missionary  Sunday,  but  one  or  two  of  them,  as 
advisable.  All  are  introduced  here  simply  to  demon- 
strate their  general  use  and  value. 

The  time  basis  on  which  this  program  has  been  pre- 
pared allows  a  session  of  one  hour  and  a  quarter.  If 
more  or  less  time  is  given,  the  program  can  be  altered 
correspondingly. 

I.     Opening  Exercises.     Twenty-five  minutes. 

1.  Hymn.     (One  of  general  worship.) 

2.  Hymn.     (One  of  missionary  character.) 

3.  Invocation,  closing  with  the  Lord's  Prayer. 

4.  Missionary  Hymn,  to  be  sung  from  memory,  without 

use  of  hymn-books.     (Use  something  familiar.) 

5.  Map   Drill.      (Showing   location   of  the   mission   work 

of  the  denomination,  using  a  missionary  map  of  the 
world.) 

6.  Letter  from  a  Missionary.     (Can  be  secured  from  the 

denomination's    Boards   of   Missions,   if   none   other 

187 


1 88  Matitial  of  Missionary  Methods 

is  available.  If  the  school  has  a  share  in  the 
support  of  any  missionary,  a  letter  from  him  should 
be  used.  To  be  read  by  a  member  of  the  Missionary 
Committee,  or  by  some  one  appointed  by  the  super- 
intendent.) 

7.  Two  Brief  Prayers,     (i.  For  Home  Missions.    2.  For 

Foreign  Missions.)  Definite  petitions  for  the  topics 
assigned  in  the  Year  Books  of  Prayer  of  Home  and 
Foreign  Missions  under  the  date  this  program  is 
used,  and  such  other  petitions  as  are  advisable.  To 
be  assigned  beforehand,  to  permit  adequate  prepara- 
tion. The  prayers  should  not  exceed  one  minute 
each. 

8.  Recent  items   from  the  field,  to  be  secured  from  the 

religious  press  and  from  the  regular  bulletins  and 
literature  issued  by  the  Home  and  Foreign  Boards. 
(Should  be  given  by  a  member  of  the  Missionary 
Committee,  or  by  some  one  appointed  by  the  super- 
intendent. Attention  should  also  be  called  to  the 
items  on  a  bulletin-board  at  the  door.) 

9.  Brief  incident  from  a  recent  missionary  book.     (To  be 

told  by  a  member  of  the  Missionary  Committee,  or 
by  some  one  appointed  by  the  superintendent.)  Books 
suggested  are,  "Uganda's  White  Man  of  Work,"  by 
Mrs.  S.  L.  Fahs ;  "Topsy  Turvy  Land,"  by  Zwemer ; 
"Knights  Who  Fought  the  Dragon,"  by  Leslie ;  "My 
Dogs  in  the  Northland,"  by  Young;  "The  Van- 
guard." by  Gale,  and  others  of  like  character.  The 
first  two  are  in  the  Juvenile  Missionary  Library,  ten 
volumes  for  $5,  to  be  obtained  from  your  denomina- 
tional Board. 

ID.  Statement  by  Treasurer  and  Collection.     Marking  of 
Class  Books,  etc. 

II.  Showing  of  Bibles.     (Scholars  who  have  brought  their 
Bibles  with  them  are  asked  to  hold  them  up.) 


For  Snnday-scJiool  Workers  189 

12.  Scripture  Lesson.     (Either  the  lesson  for  the  day  or 

other    selected    passage    having    missionary    signifi- 
cance.) 

II.  Class  Iiistniclioii.     Thirty-five  minutes. 

13.  Lesson    Study    in    the    Classes.     (Giving    missionary 

treatment  to  the  regular  Bible  lesson  of  the  day.) 

III.  Closing  Exercises.     Fifteen  minutes. 

14.  Silent  prayer,  followed  by  some  one  appointed  to  lead 

in  audible  prayer. 

a.  That  the  lesson  just  studied  may  have  the  exact 

effect  that  God  desires. 

b.  That  the  remaining  moments  of  this  session  may 

be  a  time  of  real  heart  searching  as  to  our  pres- 
ent duty  towards  world-wide  evangelization. 

15.  Missionary  Hymn.     (Appropriate  to  the  lesson.) 

16.  Review    of    the    Lesson,    bringing   out    its    missionary 

teaching. 

17.  Prayer. 

18.  Benediction. 

Program  for  Sunday,  March  22,  1908,  Fifth  Avenue   Presby- 
terian Sunday-school,  New  York  City 

Hymn,  "God  loved  the  world  of  sinners  lost." 

Prayer    (special  thanksgiving  that  Jesus,  the  Life  and  the 

Light  of  men,  has  been  revealed  to  us). 

Hymn,  "There's  a  wideness  in  God's  mercy." 

Scripture,   selected  verses   from   the   Gospel   of  John,   from 

Isaiah,  and  from  Zechariah. 

JESUS,  THE  LIFE  and  the  LIGHT  OF  MEN. 

"For  God  so  loved  the  world,  that  he  gave  his  only  begotten 
Son,  that  whosoever  believeth  on  him  should  not  perish,  but 
have  eternal  life." 


1 90  Manual  of  Missionary  Methods 

"He  that  believeth  on  the  Son  hath  eternal  life:  but  he  that 
obeyeth  not  the  Son  shall  not  see  life;  but  the  wrath  of  God 
abideth  on  him." 

"And  this  is  the  judgment,  that  light  is  come  into  the  world, 
and  men  loved  the  darkness  rather  than  light." 

"Verily,  verily,  I  say  unto  you.  He  that  heareth  my  word, 
and  believeth  him  that  sent  me,  hath  eternal  life,  and  cometh 
not  into  judgment,  but  hath  passed  out  of  death  into  life." 

"For  as  the  Father  hath  life  in  himself,  so  gave  he  to  the  Son 
also  to  have  life  in  himself." 

"In  him  was  life;  and  the  life  was  the  light  of  men." 

"I  am  the  bread  of  life." 

"I  am  the  living  bread  which  came  down  out  of  heaven; 
if  any  man  eat  of  this  bread,  he  shall  live  for  ever :  and  the 
bread  which  I  will  give  is  my  flesh,  for  the  life  of  the  world." 

"I  am  the  light  of  the  world :  he  that  followeth  me  shall  not 
walk  in  the  darkness,  but  shall  have  the  light  of  life." 

"And  nations  shall  come  to  thy  light,  and  kings  to  the  bright- 
ness of  thy  rising." 

"Lo,  these  shall  come  from  far :  and  lo,  these  from  the  north 
and  from  the  west ;  and  these  from  the  land  of  Sinim." 

"And  the  Lord  shall  be  king  over  all  the  earth  ;  in  that  day 
there  shall  be  one  Lord,  and  his  name  one." 

(Note. — These  verses  were  mimeographed  and  a  copy  given 
each  scholar.) 

Hymn,  "Praise  Him,  Praise  Him." 

Fifteen  minutes'  supplemental  work  on  China. 

Thirty  minutes  for  the  Liternational  lesson,  which  is  review. 

Prayer,  including  prayer  topic  suggested  by  one  of  t!ie 
classes. 

Hymn,  "The  Whole  World  Was  Lost  in  the  Darkness  of 
Sin." 

Six-minute  address  on  the  land  of  China,  using  a  map. 

Recommendation  of  special  books  that  will  be  of  interest  in 
connection  with  Study  2  on  China,  and  reference  to  the  bul- 
letin-board of  the  day,  giving  credit  to  the  class  that  has 
arranged  it. 


For  Sunday-school  Workers  19T 

Hymn,  "Conquering  now  and  still  to  conquer." 
Benediction. 

Program  for  Missionary  Lesson,  February  2,  igo8,  Central 
Presbyterian  Sunday-School,  New  York  City.  Subject, 
Life  of  John  Scudder 

Opening  exercises.     Twenty  minutes. 

Scripture  lesson,  Matt.   15:29-31. 

Hymns,  "From  Greenland's  icy  mountains"  (because  of 
reference  to  India  and  Ceylon)  ;  "Christ  for  the  world  we 
sing,"  "Hail  to  the  Brightness  of  Zion's  glad  morning"  (the 
favorite  missionary  hymn  of  one  of  our  teachers  now  in 
India)  ;  "Fling  out  the  banner"  (the  school  missionary  hymn, 
decided  on  by  vote  of  the  scholars). 

Lesson  in  classes.     Thirty  minutes. 

Closing  exercises,  including  address  by  Dr.  Van  Allen,  medi- 
cal missionary  of  the  Congregational  Board  in  India,  who  is 
carrying  on  the  work  of  Dr.  Scudder  in  India. 

Large  wall  map  of  India,  showing  mission  stations. 

Smaller  maps,  showing  relative  population  of  India  and 
other  countries,  by  including  all  other  countries  in  India  whose 
combined  population  is  equal  to  India's  population. 

Chart  showing  comparative  populations  of  large  countries. 

Chart  showing  how  Americans  spend  their  money. 

Small  chart  on  bulletin-board  showing  relative  number  of 
physicians  in  United   States  and  medical   missionaries  abroad. 

Pictures  illustrating  medical  work,  and  places  where  Dr. 
Scudder  worked. 

Postals  with  messages  from  our  missionary  in  India. 

Items  of  general  interest  in  India's  missions. 

Program    for   Missionary   Sunday,  Presbyterian  Bible  School, 
"Westfield,  N.  J. 

OUR  MARCHING  ORDERS :  Go  ye  into  all  the  world  and 
preach  the  gospel  to  every  creature.    Mark  16:15. 


192  Manual  of  Missionary  Methods 

PIANO  PRELUDE. 

ALL  RISE  AND  ShWG:"The  Morning  Light."    No.  327. 

The  morning  light  is  breaking, 

The  darkness  disappears ; 
The  sons  of  earth  are  waking 

To  penitential  tears ; 
Each    breeze   that   sweeps    the   ocean 

Brings  tidings  from  afar, 
Of  nations  in  commotion, 

Prepared  for  Zion's  war. 

Blest  river  of  salvation, 

Pursue  thine  onward  way; 
Flow  thou  to  every  nation, 
Nor  in  thy  richness  stay ; 
Stay  not  till  all  the  lowly, 

Triumnhant  reach  their  home; 
Stay  not  till  all  the  holy 

Proclaim,  "The  Lord  is  come !" 
Prayer. 
Scripture. 
Hymn,  Selected. 
Missionary  Topic. 
Lesson  Reading. 
Offertory  Prayer. 
Lesson  Period. 
Hymn,  Selected. 

Secretary's  and  Treasurer's  Reports. 
Pastor's  Message. 
Closing  Hymn. 

Benediction,  or  Closing  Sentences. 

SuPT. — "The  Lord  watch  between  me  and  thee,  when  we  are 
absent  one  from  another." 

School. — "Let  the  words  of  my  mouth,  and  the  meditation  of 
my  heart,  he  acceptable  in  thy  sight,  O  Lord,  my  strength,  and 
my  redeemer."     Amen. 


For  Sunday-school   Workers  193 

Program,  Sunday,  December  29,  1907,  Olivet  Memorial 
Church,  New  York  City.  Fifty-second  Anniversary  of 
the  Missionary  Association 

1.  Singing,  "Once  Again  the  Bells  Are  Ringing." 

2.  Bible  answers  to  missionary  questions. 
Who  are  missionaries? 

"We  are  ambassadors  therefore  on  behalf  of  Christ,  as 
though  God  were  entreating  by  us :  we  beseech  you  on  behalf 
of  Christ,  be  ye  reconciled  to  God." 

Are  there  enough  missionaries? 

"The  harvest  indeed  is  plenteous,  but  the  laborers  are  few." 

What  is  our  duty  then? 

"Pray  ye  therefore  the  Lord  of  the  harvest,  that  he  send 
forth  laborers  into  his  harvest." 

What  IS  the  state  of  the  heathen  world? 

"The  dark  places  of  the  earth  are  full  of  the  habitations  of 
cruelty." 

What  can  take  azvay  its  darkness? 

"Therefore  Jesus  spake  unto  them,  saying,  I  am  the  light  of 
the  world :  he  that  followeth  me  shall  not  walk  in  the  dark- 
ness, but  shall  have  the  light  of  life." 

Why  do  they  not  worship  the  true  God? 

"How  shall  they  believe  in  him  whom  they  have  not 
heard?  and  how  shall  they  hear  without  a  preacher?  and  how 
shall  they  preach,  except  they  be  sent?" 

Do  the  heathen  zvant  the  gospel? 

"A  vision  appeared  to  Paul  in  the  night :  There  was  a  man 
of  Macedonia  standing,  beseeching  him,  and  saying,  Come  over 
into  Macedonia,  and  help  us." 

Have  the  gospel  messages  always  bten  gladly  received  by  the 
heathen? 

"Some  fell  on  rocky  places  ....  others  fell  upon  the 
thorns     ....     and  others   fell   upon  the  good  ground." 

Does  God  care  for  the  heathen? 

"Thus  saith  the  Lord  Jehovah,  Behold,  I  will  lift  up  my  hand 
to  the  nations." 


194  Manual  of  Missio7iajy  Methods 

Did  Jesus  come  to  save  them? 

"Other  sheep  I  have,  whicli  are  not  of  this  fold  :  them  also 
I  must  bring." 

Who  arc  sent  to  bring  them  in/ 

"Ye  shall  be  my  witnesses  unto  the  uttermost  part  of  the 
earth." 

Who  sends  these  z(.'it)iessesF 

"Then  said  Jesus  to  them,  As  my  father  hath  sent  me,  even 
so  send  I  you." 

IVhat  is  the  "great  commission"? 

"Go  ye  therefore,  and  make  disciples  of  all  the  nations,  bap- 
tizing them  into  the  name  of  the  Father  and  of  the  Son  and  of 
the  Holy  Spirit." 

Who  were  the  first  missionaries? 

"The  Holy  Spirit  said.  Separate  me  Barnabas  and  Saul  for 
the  work  whereunto  I  have  called  them." 

Can  children  be  missionaries? 

"The  Syrians  had  brought  away  captive  out  of  the  land  of 
Israel  a  little  maiden;  and  she  said  unto  her  mistress,  Would 
that  my  lord  were  with  the  prophet  that  is  in  Samaria !  for  he 
would  recover  him." 

Is  there  any  danger  in  a  missionary  life? 

"Ye  shall  be  hated  of  all  men  for  my  name's  sake." 

What  have  missionaries  suffered? 

"They  were  stoned,  they  were  sawn  asunder,  they  were 
tempted,  they  were  slain  with  the  sword ;  they  went  about 
.     .     .     .     destitute,  afflicted,  ill-treated." 

Why  did  Jesus  permit  this? 

"The  disciple  is  not  above  his  master,  nor  the  servant  above 
his  lord." 

What  help  has  Jesus  promised? 

"Lo,  I  am  with  you  always,  even  unto  the  end  of  the  world." 

What  have  missionaries  accomplished? 

"The  people  that  walked  in  darkness  have  seen  a  great  light: 
they  that  dwelt  in  the  land  of  the  shadow  of  death,  upon  them 
hath  the  light  shined." 

Has  Cod  promised  them  success? 


For  Sunday-scJiool   Workers  195 

"From  the  rising  of  the  sun  even  unto  the  going  down  of  the 
same  my  name  shall  be  great  among  the  Gentiles."  "As  I 
live,  saith  the  Lord,  to  me  every  knee  shall  bow,  and  every 
tongue  shall  confess  to  God." 

What  rczcard  has  Jesus  promised? 

"They  that  turn  many  to  righteousness  shall  shine  as  the 
stars  forever  and  ever." 

When  -ivil!  iiiissiojis  end? 

"The  gospel  of  the  kingdom  shall  be  preached  in  the  whole 
world  for  a  testimony  unto  all  the  nations ;  and  then  shall  the 
end  come." 

What  zi'ill  then  be  the  state  of  the  zvorld? 

"The  earth  shall  be  filled  with  the  knowledge  of  the  glory  of 
God,  as  the  waters  cover  the  sea." 

3.  Thanksgiving  and  Prayer. 

4.  Brief  Report  of  Treasurer. 

5.  Report  of  Nominating  Committee  and  Election  of  Offi- 
cers for  1908. 

6.  Singing,  "Now  Be  the  Gospel  Banner." 

7.  Responsive  Service. — Bringing  gifts  to  Jesus. 

Leader. — Now  when  Jesus  was  born  in  Bethlehem  of  Judea 
in  the  days  of  Herod  the  king,  behold.  Wise-men  from  the 
east  came  to  Jerusalem. 

School. — Saying.  Where  is  he  that  is  born  King  of  the 
Jews?  for  we  saw  his  star  in  the  east,  and  are  come  to  worship 
him. 

Leader. — And  he  sent  them  to  Bethlehem,  and  said.  Go  and 
search  out  exactly  concerning  the  young  child ;  and  when  ye 
have  found  him,  bring  me  word,  that  I  may  also  come  and 
worship  him. 

School.— And  they,  having  heard  the  king,  went  their  way; 
and  lo,  the  star,  which  they  saw  in  the  east,  went  before  them, 
till  it  came  and  stood  over  where  the  young  child  was. 

Leader. — And  when  they  saw  the  star,  they  rejoiced  with 
exceeding  great  joy. 

School. — And  they  came  into  the  house  and  saw  the  young 
child  with  Mary  his  mother,  and  fell  down,  and  worshipped 


196  Manual  of  Missionary  Methods 

him  :  and  opening  their  treasures,  they  presented  imto  him  gifts, 
gold  and  frankincense  and  myrrli. 

All. — The  kings  of  Tarshish  and  of  the  isles  shall  render 
trii)ute,  the  kings  of  Sheba  and  Seba  shall  offer  gifts.  Yea, 
all  kings  shall  fall  down  before  him :  all  nations  shall  serve 
him. 

Leader. — What  will  most  please  Jesus? 

Seliool. — "Son,  daughter,  give  me  thy  heart." 

Leader. — Every  loving  act  is  giving  to  Jesus. 

School. — If  we  have  no  gold,  frankincense  or  myrrh,  have 
we  not  the  water  of  life? 

All. — Whosoever  shall  give  to  drink  unto  one  of  these  little 
ones  a  cup  of  cold  water  only,  in  the  name  of  a  disciple,  verily 
I  say  unto  you  he  shall  in  no  wise  lose  his  reward.  Inasmuch 
as  ye  did  it  unto  one  of  these  my  brethren  even  these  least, 
ye  did  it  unto  me. 

8.  Singing,  "As  With  Gladness  Men  of  Old." 

9.  Offering. 

10.  Great  Words  from  Great  Pioneer  Missionaries,  i.  Wil- 
liam Carey.  2.  Adoniram  Judson.  3.  David  Brainerd. 
4.  Robert  Morrison.     5.  David  Livingstone. 

11.  Address   on   Mission   Work   in   Korea.     The   Rev.   Ernest 
F.  Hall. 

12.  Singing,  "Shall  We  Whose  Souls  Are  Lighted." 

13.  Closing  Words. 

14.  Singing,  "The  Whole  Wide  World  for  Jesus !" 

Benediction. 

Monday,  December  the  twenty-third,  was  the  seven- 
tieth birthday  of  our  fine  old  missionary,  Rev.  G.  S. 
Jones,  of  Hendersonville,  North  CaroHna,  and  a  tele- 
grain  was  sent  to  him,  conveying  congratulations  and 
good  wishes  from  Olivet  Sunday-school.  We  have 
helped  to  support  Mr.  Jones  for  over  twenty-five  years. 


APPENDIX  B 
A  Missionary  Equipment  and  its  Cost 

As  it  is  necessary  for  a  workman  to  have  tools,  so 
must  the  Missionary  Committee  if  results  are  to  be 
obtained.  Because  his  tools  cost  something,  the  work- 
man is  not  deterred  from  securing  them,  for  without 
them  his  ability  and  skill  remain  unutilized.  Nor 
should  the  Missionary  Committee  in  any  Sunday-school 
be  deterred  from  setting  to  work  because  a  certain 
outlay  of  money  is  necessary  for  equipment.  Certain 
things  are  absolutely  indispensable  for  the  maintenance 
of  the  church  life  in  any  locality,  and  when  once  the 
church  fully  realizes  its  pressing  obligation  to  fulfil 
the  command  of  Christ  regarding  world-wide  evan- 
gelization, then  the  work  of  the  Missionary  Committee 
in  the  Sunday-school  will  be  regarded  as  fundamental 
to  the  church's  very  existence  and  growth.  Until  the 
church  at  large  awakes  to  the  fact  that  much  more 
money  must  be  spent  on  the  educational  side  of  her 
work,  and  equips  her  Sunday-schools  for  efftcient 
service,  there  will  be  little  accomplished  in  the  extension 
of  the  Kingdom. 

After  all,  the  cost  of  a  missionary  equipment  with 
which  to  begin  is  not  at  all  excessive.  For  $5,  or  even 
less,  a  good  start  can  be  made.  If  more  money  is 
available,  additional  supplies  can  be  secured.  Indicated 
below  are  certain  things  that  are  valuable  for  general 
197 


198  Manual  of  Missionary  Methods 

and  department  equipment,  and  the  approximate  cost 
of  the  material. 


General  Equipment  * 
For  Superintendents,  Teachers  and    Missionary  Committees 

Holding  the  Ropes,  by  Belle  M.  Brain $1.00 

A  book  of  inspiration  and  exceedingly  suggestive 
as  to  plans  and  method's  for  missionary  work. 
Missions  in  the  Sunday-school,  illustrated,  by  Martha 

B.  Hixson,  cloth  .50 

paper 35 

A   manual    of   methods.     Explains    in    detail    plans 
and  methods. 
Leaders    in    Conference,    illustrated,    by    Katharine    R. 

Crowell  .30 

Some  of  the  topics  discussed  are :  Missions  and 
the  Sunday-school,  What  to  do  on  Sunday  after- 
noons, Practical  work.  Constructive  work,  Needed 
helps  and  where  to  get  them,  Giving;  Leader's  In- 
terchange, Games. 
How  to  Interest  Children  in  Missions,  by  Katharine  R. 

Crowell    03 

This  leaflet  shows  a  Band  Leader  how  to  present 
missionary  topics  so  as  to  win  her  members  to  the 
true  spirit  of  missions.     It  is  filled  with  helpful  sug- 
gestions for  work. 
Boy's    Congress    of    Missions,    illustrated,    by    Emma 

Emilie  Koehler  .50 

Sunday-schools  and  Missions,  by  Dr.  John  F.  Goucher, 

(Pamphlet)     .05 

Creating    a    Missionary    Atmosphere    in    tlie    Sunday- 
school,  by  George  H.  Trull  (Pamphlet) .02 

1  Bonks  will  be  supplied  at  the  published  price  by  denominational  publishing 
houses  or  Mission  Boards. 


For  Sunday-school  Workers  1 99 

Report  of  Conference  at  Silver  Bay,  1906 .50 

For  the  School  Proper 

Bulletin  Board,  about  20x24  inches,  larger  if  desired. 
Should  be  stained  to  correspond  with  woodwork 
at  entrance  to  the  Sunday-school.  Can  be  made 
by  some  of  the  boys.     Approximate  cost .50 

Set  of  Six  Charts,  36x40  inches,  published  by  the  Young 

People's  Missionary  Movement.     Edges  Bound.  .        1.25 
Edges  bound,  wood  roller  top  and  bottom,       2.00 
See  pp.  243-245. 

Home  Mission  Mottoes,  set  of  ten,  paper  .15 

See  page  137.  cardboard  ...  .75 

Missionary  Mottoes,  No.  i,  set  of  six  famous  sayings, 
home    and    foreign,    beautifully    lithographed    in 
blue,  red  and  gold  on  imitation  parchment  paper. 
See  pages  252,  253.     Very  artistic,  per  set .50 

Large  Missionary  Map  of  the  World,  12x7  feet  3.50 

Set  of  Six  Colored  Maps,  showing  all  mission  stations 
of     the     Presbyterian     Church ;     40x26     inches. 

Paper,  per  set  of  six  .50 

Mounted  on  muslin,    set  of  six   2.00 

Juvenile  Missionary  Library.    Ten  selected  volumes. .  .        5.00 
For  list  see  Appendix  C. 

Year  Books  of  Prayer  for  Home  and  Foreign  Missions. 
Published  by  the  denominations  and  to  be  se- 
cured from  their  respective  headquarters.  Prices 
vary. 

Prayer  Cycle  for  Sunday-schools  (Presbyterian  Board). 

Per  hundred  .15 

Envelopes  for  Systematic  Giving.  Per  thousand,  post- 
paid   75 

Marking  Outfit  for  making  signs  and  charts.  Rubber 
letters,  ilA  inches  high,  mounted  on  wood,  ink 
pads,  ink,  etc.,  outfit  complete,  express  charges 
extra 3.75 


200  Manual  of  Missionary  Methods 

Order  from  Millard  &  Co.,  12  East  i6th  Street,  New 
York,    or    from    any    large    stationery    store. 

Cabinet  for  Curios.     Approximately   5.00 

Can  be  made  by  some  handy  boy  for  much  less. 
The    Denominational    Missionary    Magazines    for   chil- 
dren and  young  people.     Subscription  prices  on 
application  at  offices  of  publication. 

Pictures  and  Stereopticon  Slides 

The  pictures  can  be  used  to  advantage  in  all  grades 
up  to  and  in    some  schools  including  Senior,    for 
illustrating  scrap-books  and  note-books. 
Orient  and  Perry  Pictures,  6j4x8  inches,  on  all  mission 

fields,   each   .01 

Catalogues  of  former  can  be  obtained  from  the  Lit- 
erature   Department,    800    Ford    Building,    Boston, 
Mass. ;  of  latter,  Maiden,  Mass. 
People  and  Places  on  the  Foreign  Mission  Field  No.  3. 
Pictures  of  life  and  homes  in  all  of  our  fields 

(Presbyterian)   .10 

United  Study  Pictures  .25 

Sets  of  25  pictures,  illustrating: 

Rex  Christus    (China). 

Gloria  Christi   (All  Mission  Fields). 

The  Nearer  and  Farther  East  (Moslem  World). 

The  Golden  Key   (Latin  Lands). 

Japan  Picture  Cards  (per  set  of  12)   .20 

Description  of  picture  on  reverse  side. 
Japanese  and  Chinese  Post  Cards,  beautifully  colored. 

each .02 

dozen         .20 

Set  of  8  Post  Cards  on  Island  World 15 

Post  Cards  in  Black  and  White,  each .01 

dozen         .06 
Stereopticon  Lantern  Slides,  covering  all  the  principal 
fields  of  both   Home  and  Foreign  Missions,  to- 
gether with  accompanying  lectures,  may  be  rented 


For  Sjinday-school  Workers  20I 

from  denominational  headquarters.  Rental 
charges  in  addition  to  expressage  both  ways, 
about  1.50 

Graded  Material 
Cradle  Roll 

Enrolment  Card  for  Little  Light  Bearers .05 

An   attractive  illustrated  card   for  name  and  birth- 
day of  the  baby,  enrolling  him  among  the  Little 
Light  Bearers. 
Little  Light  Bearers'  Twentieth  Century  Record  Book. .  .05 

A  book  for  keeping  records. 

Primary  Department 

Instruction  in  this  department  should  be  largely  by  use  of 

objects,  stories  and  pictures., 

For  Teachers. 

Missionary  Object  Lessons,  each  set 1.50 

Sets  on  Japan,  Africa  and  American  Indians. 
Material  for  ten  or  twelve  lessons.  Deal  with 
home  life,  occupations,  worship,  etc.  Have  descrip- 
tive manual. 

Missionary  Chalk  Talks  .10 

Twelve  five-minute  missionary  lessons,  with  sug- 
gested blackboard  illustrations. 

The  Great   Big  World  or  A  Missionary  Walk  in  the 

Zoo,  by  Agnes  M.  Batty .70 

Illustrated  by  Lillian  Stevenson.  A  capital  book, 
whetting  the  appetite  for  much  more  information 
than  is  given. 

Children  in  Blue  and  What  They  Do,  by  Florence  I. 

Codrington .60 

Describes  in  a  most  attractive  way  child-life  in 
China. 

Sunshine  Stories  from  Many  Lands,  by  Lucy  J.  Scott. .  .15 

Sand  Tray.  Approximately  2.00 


202  Mamial  of  Missionary  Methods 

Some  Chinese  Characters .75 

Set  of  seven  Chinese  rag  dolls  to  be  cut  out  and 
stuffed  with  cotton.  Accompanying  story  in  ten 
chapters. 

For  Scholars. 

To  be  used  in  the  class  or  at  home. 

The  Missionary  Painting  Book.     Notes  by  Eleanor  F. 

Fox  .40 

Pictures  Worth  Painting.     Notes  by  E.  G.  Hodge .40 

Contain  missionary  pictures  to  be  colored  by 
children.  Descriptive  story  accompanies  each  pic- 
ture. 

Yd  San  and  His  Friends.     Very  attractive  Chinese  pic- 
tures for  tracing  .10 

An  Indian  Family,  by  Dr.  Charlotte  S.  Vines .60 

A  game  for  painting  and  cutting  out,  familiarizing 
the  children  with  conditions  of  village  life  in  India. 

A  Chinese  Street,  by  A.  Blanche  Cooper .75 

For  painting  and  cutting  out  figures  that  portray 
life  in  a  Chinese  city. 

Junior  Department 

The   use   of   note-books   to   be   illustrated   with    pictures    is 
heartily  recommended.     See  page  200  for  available  pictures. 
For  Class  Use. 
Missionary  Studies   for  the  Sunday-school,  First,  Second  and 

Third  Series.    Edited  by  George  H.  Trull.     Each  series 

treats  both  Home  and  Foreign  Missions. 
First     Series.       Six     studies     complete     in     one 

volume. 

The  Mountaineers  of  the  South. 

Foreigners  in  the  United  States. 

William  Carey,  Educator — India. 

David   Livingstone,   Explorer — Africa. 

John  G.  Paton,  Evangelist — The  New  Hebrides. 

John  K.  Mackenzie,  Physician — China. 


For  Sunday-school  Workers  203 

Second  Series.     Ten  studies  complete  in  one  volume. 
Great  Missionaries  to  the  Red  Men: 
John  Eliot. 
David  Brainerd. 
Marcus  Whitman. 
Egerton  R.  Young. 
Great  Missionaries  in  the  Dark  Continent: 
The  Land  of  Africa. 
Robert  Moflfat. 
Samuel  Adjai  Crowther. 
David  Livingstone. 
Alexander  M.  Mackay. 
Modern  Africa. 
Third  Series.    Ten  studies  complete  in  one  volume. 

Illustrated. 
Our  Responsibility  for  the  Immigrants  in  our  Midst. 
Where  They  Come  From  and  Why  They  Come. 
Foreigners  in  Our  Cities. 
Foreigners  Mining,  Lumbering  and  Farming. 
Immigration  a  Menace  and  a  Mission. 
Our  Responsibility  for  India's  Millions. 
The  Land  and  the  People  of  India. 
History  and  Religions. 
William  Carey — Literary  Work. 
Adoniram  Judson^Evangelistic  Work. 
John  Scudder — Medical   Work. 
Alexander  Duff — Educational  Work. 
Single  copies,  any  series,  20  cents,  postpaid ;  ten   copies,  15 
cents  each,  not  postpaid;  fifty  copies,  10  cents  each,  not  post- 
paid. 
The  Junior  Books  by  Katherine-  R.  Crowell. 

China  for  Juniors $0.10 

Coming   Americans    .25 

Japan   for  Juniors    .20 

Africa  for  Juniors,  cloth   .35 

paper 25 

Five    ways  to  use  Africa  for  Juniors .03 


204  Matiual  of  Missionary  Methods 

Alaska  for  Juniors .25 

Great  Voyages  and  What  Came  of  Them,  cloth 35 

paper 25 

Leader's  Supplement .02 

Picture  Postals  illustrating  "Great  Voyages."     (Set  of 

eight) 15 

Pioneers .25 

A  Cruise  of  the  Island  World,  by  May  Leavis .20 

In  Circles  of  Light,  by  Mrs.  O.  W.  Scott .20 

A  study  for  Juniors  of  the  triumphs  of  missions. 

Springs  in  the  Desert .20 

A  study  of  Mohammedan  lands. 
Child  Life  in  Mission  Lands,  by  R.   E.  Diflfendorfer, 

cloth .50 

paper  .   35 

The  Golden  Key,  by  Mary  Potter  Angell .20 

Describes  a  trip  in  an  airship  to  South  America, 
Mexico  and  Papal  Europe. 

Puzzle  Map,  accompanying  The  Golden  Key .50 

Trip  Tickets,  accompanying  The  Golden  Key,  two  for         .01 

The  Orient  Picture  Stories .10 

Each   story  accompanied  by  the  10  pictures  it  de- 
scribes. 

The  stories  are 
Idols  and  Idolatry. 
What  a  Missionary  Does. 
Up  and  Down  the  Congo  River. 
Little  Folks  of  Far  Away  Lands. 
Scenes  in  Sunny  India. 
When  the  Mission  School  Bell  Rings. 
While  these  are  published  by  the  Baptist  Board  and 
deal  chiefly  with  Baptist  work,  they  can  be  adapted 
for  use  in  schools  of  other  denominations. 

Picture   Puzzle.     The  South  Gate  at  Shanghai 20 

Overcoming  the  Dragon,  by  Lucy  Sturgis,  cloth .50 

paper 35 

Lessons  dealing  with  China. 


For  Sunday-school  Workers  205 

For  Platform  Use. 

The  Missionary  Speaker .25 

Compiled  by  James  Mudge,  D,  D.  250  selections 
suitable  for  recitations. 

Missionary  Exercises  Nos.  i,  2,  3,  and  4,  each .30 

Responsive  Readings,  Dialogues,  Selections  in  prose 
and  poetry,  arranged  by  Woman's  Foreign  Mission- 
ary Society  of  the  Presbyterian  Church. 

Exercises,  Selections  and  Suggestions .15 

Compiled  from  the  Missions  Dayspring,  by  the 
Woman's  Board  of  Missions,  Congregational  House, 
Boston,  Mass. 

Intermediate  Department 

For  Class  Use. 

Missionary  Studies  for  the  Sunday-school.  First,  Sec- 
ond and  Third  Series.  Edited  by  George  H. 
Trull.  Chapter  headings  and  prices  of  each 
Series  listed  under  "Junior  Department."  The 
books  for  Junior  and  Intermediate  Grades  are 
the  same.  Some  schools  may  prefer  to  use  the 
Senior  Grade  for  the  older  Intermediates. 

Uganda's  White   Man  of  Work,  by  Mrs.  S.  L.  Fahs, 

cloth  .  .50 

paper 35 

A  thrilling  biography  of  Alexander  M.  Mackay. 
Written  especially  for  boys  and  girls  12  to  16  years 
of  age. 

Helps  for  the  Teacher  to  accompany  it .05 

Under  Marching  Orders,  by  Ethel  D.  Hubbard,  cloth,  .50 

paper,         .35 
The  Life  of  Mary  P.  Gamewell,  Missionary  to 
China. 

Helps  for  the  Teachers  .05 

Stereoscopes  and  Stereograph  Pictures.  The  Young 
People's  Missionary  Movement  publishes  a  set  of 


2o6  Matiual  of  Missionary  Methods 

i6  pictures  on  China.    Sets  on  other  countries  are 

to  be  issued.    Stereoscopes,  each  .75 

Complete  sets  of  pictures,  per  set ,. . .  .75 

For  Platform  Use. 

Missionary  Programs  No.  2 .75 

Set  of  6  Large  Pictures,  25x30  inches,  for  platform  use 
Subjects : 

Foreign — The  dog  that  preached  a  missionary  ser- 
mon.    Burmah. 

A  missionary  at  a  wayside  shrine.     Japan. 
A  Chinese  Student.     China. 
Home — Indians  and  the  Typewriter. 
An  Italian  rag  picker's  home. 
Boys  of  the  street. 
Full  descriptive  matter  accompanies  the  pictures,  furnishing 
basis  for  a  missionary  talk. 

Missionary   Programs  No.  3   .75 

Set   of  6  Large    Pictures,  25x30   inches.     Accom- 
panied by  printed  stories. 
Subjects : — 

Foreign — Kim  Chang  Sik,  First  Christian  Preacher 
in  Korea. 

Mohammedan  Women. 

John  G.  Paton,  Missionary  to  the  New  Hebrides,  "The 
King  of  the  Cannibals." 
Home — How  the   Sea   Otter  Helped  to  Bring  the 
Gospel   to  the  Great  Northwest. 
A  Cabin  Home  in  the  Mountains. 
Why  the  Immigrants  Come. 

Missionary  Speaker.  It-  •     1 

,,.    .  .  f    ror    particulars    see 

Missionary  Exercises.  V    ^     •      x^ 

„.        .        o  1     i.-  J  c  1-  \    Junior  Departinent. 

Exercises,  Selections  and  Suggestions  )    ■' 

,_  „             ,  ,  .           (  Contain    terse,    striking    out- 
Talks  on  Africa.  ,.             ...    .,,     ,     .. 
_  ,,             „,  .  lines,  with  illustrations,  ex- 
Talks  on  China.  n     i.     j-                  r         ^.i 

i  cellent     diagrams     for     the 

Talks  on  India,  ui     1  u       j         1         •*  *• 

blackboard    and    recitations 

Talks  on  Egypt.  ^^^  ^^^^^^^^^ 


each 
•25 


For  Siinday-scliool  Workers  207 

Senior  Department 

For  Class  Use. 

Servants  of  the  King,  by  Robert  E.  Speer,  cloth .50 

paper 35 

Eleven  biographical  sketches  of  Home  and  Foreign 
missionaries.  Written  to  inspire  to  similar  life- 
work. 

Helps   for   Teacher    .05 

Missionary  Studies  for  the  Sunday-school.  First,  Sec- 
ond and  Third  Series.  Edited  by  George  H. 
Trull.  Tl.e  First  Series  is  the  same  for  all 
grades.  The  Second  and  Third  Series  contain 
the  same  chapters  as  those  listed  under  "Junior 
Department,"  but  the  treatment  is  adapted  for 
older  scholars.  Prices  same  as  those  noted  under 
"Junior  Department." 

For  platform   Use. 

Missionary  Programs  No.  2.     ")      For  particulars  see  Interme- 

Missionary  Programs  No.  3.      j  diate  Department 

The   Missionary  Speaker.  "^  t-              •     1 

,,.     .             „         .  I  P'or  particulars   see 

Missionary  Exercises.  v  ^      .       ^ 

-c-         ■         c  1     .■              J   c           .■  \  Junior   Department. 

Exercises,  Selections  and  Suggestions.  ) 

Talks  on  Africa.     ")       For   particulars      see      Intermediate 

Talks  on  China.      j  Department. 

Adult  and  Home  Departments 

1.  Into  All   the  World.     A    general   survey  of  missions,  by 

Amos  R.  Wells. 

2.  The  Price  of  Africa  (Biographical).    By  S.  Earl  Taylor. 

3.  Daybreak  in  the  Dark  Continent.     A  study  of  Africa,  by 

W.   S.   Naylor. 

4.  Princely    Men  in  the   Heavenly   Kingdom    (China).     Bio- 

graphical.    By  Harlan  P.  Beach. 
5-  The  Uplift  of  China.     By  Arthur  H.  Smith. 

6.  The  Christian  Conquest  of  India.     By  James  M.  Thoburn. 

7.  Sunrise  in  the  Sunrise  Kingdom.     A  study  of  Japan,  by  J. 

H.  De  Forest. 


2o8  Manual  of  Missionary  Methods 

8.  The  Moslem  World.     By  S.  M.  Zwemer. 

9.  The  Why  and  How  of  Foreign  Missions.     By  Dr.  Arthur 

J.  Brown. 

10.  South  America — Its  Missionary  Problem.    By  Bishop  T.  B. 

Neely. 

11.  Korea  in  Transition.     By  James  S.  Gale. 

12.  Heroes  of  the   Cross  in  America.      Biographical,  by   Don 

O.  Shelton. 

13.  Aliens  or  Americans?     A  study  of  Immigration,  by  How- 

ard B.  Grose. 

14.  The  Challenge  of  the  City.     A  study  of  the  City  and  its 

Problems,   by   Josiah    Strong. 

15.  The  Frontier.    By  Dr.  Ward  Piatt. 

16.  The  Upward   Path:   The   Evolution  of  a   Race    (Negro). 

By  Mary  Helm. 

17.  Advance   in    the   Antilles.     A   study   of   Cuba   and    Porto 

Rico,  by  Howard  B.  Grose. 

Any  of  the  above  books  may  be  obtained  from  denomina- 
tional headquarters   at  35    cents  in  paper ;   50  cents  in  cloth. 


If  more  advanced  text-books  are  desired  the  following  are 
recommended : 

Via  Christi.    A  study  of  missions  before  Carey,  by  Louise  M. 

Hodgkins. 
Lux  Christi.     A  study  of  missions  in  India,   by  Caroline    A. 

Mason. 
Rex   Christus.     A  study  of  missions  in  China.     By  Arthur  H. 

Smith. 
Dux  Christus.    A  study  of  missions  in  Japan,  by  W.  E.  Griffis. 
Christus  Liberator.     Ay  study  of  missions  in  Africa,  by   Ellen 

C.   Parsons. 
Christus  Redemptor.     A  study  of  the  Island  World,  by  Helen 

B.   Montgomery. 
Gloria  Christi.     The  achievement  of  missions,  by  Mrs.  Anna 

R.  B.  Lindsay. 


For  Sunday-school  Workers  209 

The  Nearer  and  Farther  East.    A  study  of  the  Moslem  World, 

by  S.  M.  Zwemer  and  A.  J.  Brown. 
The   Gospel    in    Latin    Lands.      South    America,    Mexico   and 

Papal   Europe,  by  F.  E.  Clark. 
Price  of  the  above,  30  cents  in  paper ;  50  cents  cloth. 

Additional   Home   Mission   Study   Courses : 
Under  Our  Flag,  by  Alice  M.  Guernsey. 
The  Burden  of  the  City,  by  Isabelle  Horton. 
Indian  and  Spanish  Neighbors,  by  Julia  H.  Johnston. 
The  Incoming  Millions,  by  Howard  B.  Grose. 
Citizens  of  To-morrow,  by  Alice  M.  Guernsey. 
The  Call  of  the  Waters.     By  Katherine  R.  Crowell. 
From  Darkness  to  Light.    By  Mary  Helm. 

Price,  paper,  30  cents ;  cloth,  50  cents. 


APPENDIX  C 


Graded  Books  for  Sunday-school  Libraries 

(These  may  be  ordered   from   the  denoniiuational  publishing 

houses,   or    from    The    Sunday    School    Times    Company, 

1031    Walnut  Street,  Philadelphia) 

For  Readers  8  to  12 


Andrews,  Jane. 

Each  and   all. 

Seven      Little      Sisters.       Ginn 

&  Co.,   50C  each. 
Ballard,   Susan. 

Fairy    Tales    From    Far   Japan. 

Kevell,    7SC. 
Batty,  Agnes  M. 

The    Great     Big    World.       For 

sale    by    Foreign    Missions    Li- 
brary, 156  sth  Ave.,  N.  Y.,  70c. 
Barnes,   Anna    M. 

Carmio,     The     Little     Mexican 

Indian       Captive.  American 

Baptist       Publication       Society, 

75c. 

Tatong,      Tlie      Little      Slave. 

Presbyterian       Committee       of 

Publication,   $1.25. 
Brain,   Belle  M. 

All      about      Japan.  Revell, 

$1.00  net. 

Adventures     with     Four-footed 

Folk.     Revell,   $1.00  net. 
Brown.    C.    C. 

Children  of  China.      (A.   &  F.) 

Oliphant,    is.   6d. 
Bunker.  .Xlonzo. 

Soo    Thah.      Revell,    $1.00    net. 
Codington,  Florence  J. 

Children     in     Blue     and     What 

They    Do.       For    sale    by    For- 
eign  Missions   Library.    156    5th 

Ave.,   N.    Y.,   60c  net. 
Crowell,  Katherine  R. 

.\frica  for  Juniors,   20c. 

.Alaska  for  Tuniors,   20c. 

China    for   Juniors,    loc. 

Coming   Americans,   25c. 

Japan    for   Juniors,   20c. 

The   Pioneers,   20c. 

Grent   N'ovatres,    2cc. 

Willett   Press,   New  York. 

210 


Fair  America.     Geo.  A.   Doran 
Co.,    $2.00. 
Davis,  J.  A. 

Choh  Lin,  The  Chinese  Boy 
Who  Became  a  Preacher. 
Presbyterian  Board  of  Publi- 
cation,  $1.00. 

The  Chinese  Slave  Girl. 
Presbyterian  Board  of  Pub- 
lication,   75c. 

DiFFENDORFER,    R.    E. 

Child  Life  in  Mission  Lands. 
Methodist  Book  Concern, 
paper,    25c;    cloth,    soc. 

FoRBUSH,  Wm.    Byron. 

Pomiuk.      Pilgrim    Press,    75c. 

George,    Marian    M. 

Little  Journeys  to  Cuba  and 
Porto  Rico;  A  Little  Jour- 
ney to  Alaska  and  Canada. 
Flanagan.   50c  each. 

Grinnell,   Geo.   Bird. 

Jack  Among  the  Indians;  and 
Jack,  The  Young  Ranchman. 
Stokes,  $i.2i;   each. 

Harris,   Joel   Chandler. 

Uncle   Remus.    .Xppleton,   $2.00. 

Headland,   Isaac  Taylor. 

Chinese  Boy  and  Girl  (games). 
Revell,   $1.00. 

HoLcoMB,  Helen  H. 

Bits  About  India.  Presby- 
terian Board  of  Publication, 
$1.00. 

Kelmar,   Janet  H. 

The  Story  of  Chalmers  of 
New  Guinea  Dutton,  soc. 
Children  of  India.  (A.  &  F.) 
Oliphant,  is.  6d. 
Little  People  Everywhere  Ser- 
ies (Mexico,  Japan,  Russia, 
etc.).  Little  Brown  &  Co., 
6sc   each. 


For  Sunday-school  Workers 


211 


Lambuth,  D. 

Child     Life     in     Our      Mission 
Fields.  Barbee      &      Smith, 

$1.00. 

Lang,  Jeanie. 

The     Story     of     General     Gor- 
don.     Dutton,    soc. 
LovETT,  Richard. 

James   Gilmour   and    His    Boys. 

Revell,  $1.00. 
MuLLER,    Mary. 

Little    Children    of    the    Snow. 

Flanagan,    350. 
Paget,  Klma  K. 

The    Story      of      Bishop     Patte- 

son.     Dutton,   50c  net. 
Paton,  James. 

'I'he    Story    of    John    G.    Paton. 

Armstrong,   $1.00. 
Pike,   H.  Lee  M. 

Our      Little      Korean      Cousin. 

L.   C.   Page  &   Co.,   6oc. 
Pyrnelle,  Mrs.   L.  C. 

Diddie,    Dumps  and  Tot.     Har- 
per's,   60c. 
Scott,  Lucy  Jameson. 

Twelve     Little     Pilgrims     Who 

Stayed      at      Home.  Revell, 

$1.00   net. 
Smith,  M.  E. 

Eskimo    Stories.       Rand,   $1.00. 


Sturgis,    Lucy   C. 

Overcoming  the  Dragon 

(China).       Domestic    and     For- 
eign  JNIissionary    Society,    P.   E. 

Church.        Cloth,     50c;     paper, 

3SC. 
Wade,   Mary  H. 

Our    Little    Eskimo   Cousin. 

Our    Little   Cuban   Cousin. 

Our    Little    Indian    Cousin. 

Our  Little  Porto  Rican  Cousin. 

Our   Little   Norwegian   Cousin. 

Our   Little  German   Cousin. 

Our   Little    Italian    Cousin. 

Our    Little    Russian    Cousin. 

L.   C.    Page   &  Co.,   6oc  each. 
Young,  E.   R. 

By      Canoe      and      Dog     I'rain. 

Methodist         Book         Concern, 

$1.25. 

Oowikapun.        Methodist     Book 

Concern,    $1.00. 

My     Dogs     in     the     Northland. 

Revell,    $1.25. 

Stories    from    Indian    Wigwams 

and         Northern  Campfires. 

Methodist         Book         Concern, 

$1.25. 
Zvvemer,    S.   M. 

Topsy    Turvy    Land.         Revell, 

75c. 


For  Readers  12  to  16 


Banks,  Martha  Burr. 

Heroes     of     the     South     Seas. 

American  Tract   Society,   $1.25. 
Barnes,   Anna   Maria. 

Carmio.      (Mexico.)      American 

Baptist       Publication       Society, 

7,SC. 
Barnes,   Irene. 

Puck,   M.   P.     (London)   C.   M. 

S.,    IS.    6d. 
Barrett,    S.   M. 

Geronimo's   Story   of   His   Life. 

Duffield,   $1.50. 
Bryson,   Mary   Isabel. 

Home    Life    in    China.     Ameri- 
can Tract   Society,   $1.00. 
Carter.    Mary   Nelson. 

North    Carolina    Sketches.     Mc- 

Clurg,    $1.00. 
Chamberlain,    Jacob. 

In  The  Tiger  Jungle. 

The      Cobra's      Den.        Revell, 

$1.00   each. 
Craighead,  J.  G. 

Story     of     Marcus     Whitman. 


Presbyterian  Board  of  Pub- 
lication,   $1.00. 

Duggan,   Janie  Prichard. 

Mexican     Ranch.  American 

Baptist  Publication  Society, 
$i.J5. 

Eastman,    Chari.es   and   El  vine. 
Wigwam        Evenings.  Little 

Brown   &   Co.,   75c. 

Fahs,    S.    L. 

Uganda's  White  Man  of 
Work.  The  Life  of  .Mexander 
Mackay.  Young  People's  Mis- 
sionary Movement.  Cloth,  .tjoc; 
paper,   35c. 

Grenfell. 

The  Harvest  of  the  Sea.  Re- 
vell,   $1.00. 

Haeselbarth,   .\.    C 

Patty  of  the  Palms  (Porto 
Rico).  Kenney       Publishing 

Co.,    $1.2.=;. 

Harrison,  Mrs.  J.  W. 

The  Story  of  Mackay  of 
Uganda.      Armstrong,   $1.00. 


2  12 


Manual  of  Missionary  Methods 


Hubbard,   Ethel  D. 

Under  Marching  Orders,  The 
Life  of  Mary  Porter  Game- 
well.  Young  People's  Mission- 
ary Movement.  Cloth,  soc;  pa- 
per, 3SC. 

Houghton,  Louise  Seymour. 

The  Cruise  of  the  Mystery. 
.\merican  Tract  Society,  $1.25. 

L.\DD,    Horatio   O. 

A  Story  of  New  Mexico.  Loth- 
rop,    $1.50. 

Lambert,  Jno.   C. 

The  Romance  of  Missionary 
Heroism.  Lippincott,  $1.50 
net. 

Page,  Jesse. 

Life  of  Samuel  Adjai  Crow- 
ther.      Revell,    $2.00. 

Stokes,  S.  E.   (India)  S.  P.  G. 
Arjun.      London,    is.    6d. 


Tonge,  Lucy  L 

Tales  of  Jungle,  City  and  Vil- 
lage (India).  R.  T.  S.  &  Gos- 
pel Pub.  House,  50c. 

Young,  E.  R. 

On    the   Indian    Trail.      Revell, 

$1.00. 

liy     Canoe     and     Dog     Train. 

Methodist         Book        Concern, 

$1.25. 

My     Dogs     in     the     Northland. 

Revell,  $1.25    net. 


Mission  Stories  of  Many 
Lands.  American  Board  of 
Commissioners  for  Foreign 
Missions,  75c  net. 
In  Lands  Afar.  American 
Board  of  Commissioners  for 
Foreign  Missions,  7sc  net. 
Empire  Builders.  Church  Mis- 
sionary  Society,   50c    net. 


For  Readers  16  to  20 


Andujar,  Manuel. 

Spain   To-Day.      Revell,   $1.25. 

Armstrong-Hopkins,    Saleni. 

Within  the  Purdah.  Metho- 
dist  Book  Concern,  $1.25. 

Alexander,   James   M. 

Islands  of  the  Pacific.  Am. 
Tract    Soc,    $1.50. 

Arctander,   John   W. 

The  Apostle  of  Alaska  (Wm. 
Duncan).      Revell,    $1.50 

Bacon,  Alice  M. 

Japanese  (lirls  and  Women. 
Houghton,   Mifflin  &  Co.,  $1.25. 

Baird,   Annie    L.    A. 

Daybreak  in  Korea.  Revell, 
60C. 

Barton,   J.    L. 

Daybreak  in  Turkey.  Pil- 
grim   Press,    $1.50. 

Begbie,   Harold. 

Twice  Born  Men  (City  Mis- 
sions)  S.   .\.     Revell. 

Betts,    Lillian   W. 

The  Leaven  in  a  Great  Citv. 
Dodd,  Mead  &  Co.,  $1.50. 

Brady,   Cyrus  T. 

Recollections  of  a  Missionary 
in  the  Great  West.  Scrib- 
ner's,    $1.25. 

Brain,  Belle  M. 


The     Transformation     of     Ha- 
waii.     Revell,   $1.00. 
Fifty    Missionary   Stories.      Re- 
vell,  50C. 

Carter,    Mary    Nelson. 

North  Carolina  Sketches.  Mc- 
Clurg,   75c. 

Connor,    Ralph. 

Black   Rock.     Revell,   50c. 
The    Sky   Pilot.      Revell,    $1.23. 
The   Man   from  Glengarry.    Re- 
vell,  $1.50. 
The   Prospector.     Revell,   $1.50. 

CONYNGTON,    MaRY. 

How  to  Help.  Ronald  Press, 
$1.50. 

CoRDLEY,  Richard. 

Pioneer  Days  in  Kansas.  Pil- 
grim   Press,   $1.00. 

Craig,    Robert   M. 

Our  Mexicans.  Presbyterian 
Board   of   Home   Missions,   35c. 

Davis,  J.  D. 

Joseph  Hardy  Neesima.  Re- 
vell,  75c. 

Dawson,   E.   C. 

Heroines  of  Missionary  Adven- 
ture.     Lippincott,    $i.so. 

Doyle,    Sherman. 

Presbyterian  Home  Missions. 
Presbyterian  Board  of  Home 
Missions,   $1.00. 


For  Sunday-school  Workers 


213 


Duncan,   Norman. 

Dr.  Luke  of  the  Labrador. 
Revell,    $1.50. 

Iliggins — A  Man's  Christian. 
Revell,    soc. 

Dye.   Mrs.   R.  J. 

Bolenge — Story    of     the    Kongo, 
toreign    Christian    Miss.     Soc, 
$1.00. 

Field,  Claude. 

Heroes  of  Missionary  Enter- 
prise.     Lippincott,   $1.50. 

FORDER,     A. 

.Adventures  Among  the  Arabs. 
Revell,    $5.00. 

Fox,  John,   Jr. 

151ue  Grass  and  Rhododen- 
dron.     Scribner's,    $1.75. 

Gale,  James  S. 

The  X'anguard.  Revell,  $1.50. 
Korean       Sketches.  Revell, 

$1.00. 

Gardner,   Mary  and  William. 
Winners  of  the  World.  Revell, 
50C. 

Gilchrist,  Beth  B. 

Life  of  Mary  Lyon.  Hough- 
ton,   Mifflin   Co.,    $1.50. 

Gibbons,   W.    F. 

Those  Black  Diamond  Men. 
Revell,  $1.50. 

Gregg,    David. 

The  Makers  of  the  American 
Republic.     Treat,  $2.00. 

Grin  fell,   W.   T. 

Afloat       on       an       Ice       Pan. 
Houghton    &   Mifflin,   75c. 
The  Harvest   of  the   Sea.     Re- 
vell, $1.00. 

Griffith,    M.    E.    H. 

Behind  the  Veil  in  Persia  and 
Turkish  Arabia.  Lippincott, 
$3-50. 

Grinnell,  Geo.   Bird. 

Story  of  the  Indian.  Apple- 
ton,   $1.50. 

Grose,  Howard  B. 

Aliens  or  Americans?  Young 
People's  Missionary  Move- 
ment,   50C. 

Incoming  Millions.  Revell, 
50c. 

Guernsey,  Alice  M. 

Citizens  of  To-morrow.  Re- 
vell,   50C. 

Home  Mission  Readings.  Re- 
vell,  50C. 

Guinness  Geraldine  M. 


Peru,  Its  Story,  People  and 
Religion.      Revell,    $2.50. 

Hale,   E.    E. 

.\  Man  Without  a  Country. 
Altemus,  $1.00;  Brewer,  Barse 
&    Co.,    35c.;    Caldwell,    50c. 

Headland,    I.    T. 

Court  Life  in  China.  .  Revell, 
$1.50. 

Henry,   Alfred  Hylas. 

By  Order  of  the  Prophet.  Re- 
vell,   50c. 

Horton,    Isabelle. 

The  Burden  of  the  City.  Re- 
vell,   50c. 

Humphrey,    Seth    King. 

The  Indian  Dispossessed.  Lit- 
tle,  $1.50. 

Hunter,  Robert. 

Poverty.      Macmillan,    $1.53. 

Jackson,  Helen  Hunt. 

Glimpses  of  California  and  the 
Missions. 

A  Century  of  Dishonor.  Lit- 
tle,  $1.50  each. 

Johnston,    Howard  Agnew. 

The  Famine  and  the  Bread. 
Y.    M.    C.    A.    Press,   $1.00   net. 

Johnston,  Julia  H. 

Indian  and  Spanish  Neighbors. 
Revell,   50C. 

Judson,  Edward. 

Life  of  Adoniram  Judson. 
American  Baptist  Publication 
Society,   $1.25. 

Lambert,   J.   C. 

Missionary  Heroes  in  Asia. 
Lippincott,    75c. 

Love,    William    deL. 

Samson  Occum  and  the  Chris- 
tian Indians  of  New  England. 
Pilgrim    Press,    $1.50. 

Malone,  Jos.   S. 

Sons  of  N'engeance.  (Moun- 
taineers).     Revell,    $1.50. 

Maxwell,  Ellen  Blackmer. 

The  Bishop's  Conversion. 
Methodist  Book  Concern, 
$1.50. 

McBeth,  Katherine  C. 

The  Nez  Perces  Indians  since 
Lewis  and  Clark.  Revell, 
$1.50.  * 

McCuLLouGH,  James  Edward. 
The     Open      Church      for     the 
Unchurched.      Revell,   $1.00. 

McDowell,   William  Fraser  and 
Others. 

The  Picket  Line  of  Missions. 
Methodist   Book   Concern,   6oc. 


214 


Ma/iital  of  Missio?iarj'  Methods 


McLanahan,   Samuel. 

Our  People  of  l-oreign  Speech. 

Revcll,    soc. 
AIerriam,    (J.   S. 

The     Negro     and     the     Nation. 

Holt,    $1.75. 
Miner,    Luella. 

Two.  Heroes    of    Cathay.      Re- 

vell,  $1.00   net. 
Morris,  S.   L. 

At    Our    Own     Door.       Revell, 

$1.00. 
MowRY,  Wm.  a. 

Marcus  Whitman.     Silver,  Bur- 

(lette   &    Co.,   $1.50. 
Noble,   W.  .\rthur. 

hwa.        Methodist     Book     Con- 
cern,   $1.25. 
Nixon,   O.   VV. 

How    Marcus    Whitman    Saved 

Oregon.      Star   Publishing   Co., 

$1.50. 
Page,  Jesse. 

David    Brainerd.      Revell,    7sc. 
Parker,   E.   H. 

John   Chinaman.   Dutton,   $1.25. 
Peery,   R.    B. 

The    Gist    of    Japan.        Revell, 

$i.J5  net. 
Pen  NELL,   T.    L. 

Among  the  Wild   Tribes  on  the 

Afghan      Frontier.         Seeley     & 

Co.,     1 6s. 
Perrin,   Alice. 

Idolatry         (India).  Duffield, 

$1.50. 
PiERsoN,   Arthur   T. 

Miracles  of   Missions.      Funk  & 

Wagnalls,   4   vols.,   $1.00  each. 

PUDDEFOOT,    W.    (.;. 

The  Minute  Man  on  the  Front- 
ier.     Crowell,  $1.25. 
Purvis,  J.  B. 

Through  Uganda  to  Mt.  Eglon. 

Houghton,    Mifflin    Co.,    $1.50. 
RiGGS,   Stephen   R. 

Mary    and    I,    or    Forty    Years 

.Among      the      Siou.x      Indians. 

Pilgritn   Press,    $1.50. 
Riis.    Tacob. 

The     Battle     With     the     Slum. 

Macmillai.    $2.00. 

How     the     Other     Half     Lives. 

Scribner's,    $1.25. 

The    Making    of    an    American. 

Macmillan,   $1.50. 
Roosevelt,   Theodore. 

The     Winning     of     the     West. 

Putman,    4    vols.,    $2.50    each, 

$10.00. 


Shelton,  D.  O. 

Heroes  of  the  Cross  in  Amer- 
ica. Young  People's  Mission- 
ary Movement,  soc;  paper  350. 

Sherwood,  James  iSl. 

Memoirs  of  David  Brainerd. 
I'unk,  $1.50. 

Spargo,  John. 

The  Bitter  Cry  of  the  Chil- 
dren.     Macmillan,  $1.50. 

Si"EER,  Robert   E. 

Servants  of  the  King.  Young 
People's  Missionary  Move- 
ment,  50c   cloth,   35c  in  paper. 

Stein er,   h,owARn  A. 

On  the  Trail  of  the  Immigrant. 

Revell,  $1.50. 

The    Immigrant    Tide.      Revell, 

$1.50. 

The    .Mediator.       Revell,    $1.50. 

Stelzle,    Charles. 

Christianity's  Storm  Center. 
Revell,   $1.00. 

Strong,   Josiah. 

The  Challenge  of  the  City. 
Young  People's  Missionary 
Movement,    50c. 

Expansion    Under    New    World 
Conditions.     $1.00. 
Tlie    New   Era.      7sc. 
Our    Country.      60c. 
Religious     ^Iovements    for    So- 
cial   Betterment.       soc. 
Tlie    Twentieth     Century     Citv. 
Cloth,     soc;     paper,     25c     each. 
Published    by    Baker,    Taylor    & 
Co. 

SWANN,    A.    J. 

Fighting  Slave  Hunters  in 
Central  Africa.  Lippincott, 
$3-50. 

Taylor,  S.   Earl. 

The  Price  of  Africa.  Meth- 
odist   Book   Concern,    soc   net. 

\'an  Dyke,  Henry. 

The  First  Christmas  Tree. 
Scribner's,   soc. 

Walsh,    William    Pakenham. 
Modern     Heroes     of    the    Mis- 
sion  Field.      Whittaker,   $1.00. 

Washington,    Booker  T. 

Up  From  Slavery.  Double- 
day,  Page  &  Co..  $1.50. 

Willard,  Mrs.  E.   S. 

Kin-da-Shon's  Wife.  (AlaskaV 
Revell,    $1.00. 

Wilson,  Harry   L. 

The  Lions  of  the  Lord.  (Mor- 
mon).    Lothrop,  $1.50. 


For  Sunday-school  Workers 


215 


Wilson,  Rev.  Samuel  T. 

The     Southern      Mouniaineers. 

Presbyterian     Board    of    Home 

Missions,   350. 
WiSHARD,    Samuel   E. 

The     Mormons.        Presbyterian 


I'oard  of  Home   Missions,    35c. 

Home      Mission      Heroes.        A 
.Series    of    Sl<etches.  Presby- 

terian    IJoard     of     Home     Mis- 
sions,  N.    Y.,   35c. 


Books  Suggested  for  the  Use  of  Pastors 

(See  also  list  classified  "General") 


Barton,  James  L. 

The    Unfinished    Task.    Student 
Volunteer   Movement,    soc. 
The       Missionary       and        His 
Critics.      Revell,    $1.00. 

Bashford,  James  Whitford. 

(iod's  Missionary  Plan  for 
the  World.  Methodist  Book 
Concern,   75c. 

Beach,   Harlan   P. 

\  (ieography  and  -Xtlas  of 
Protestant  Missions  Student 
X'oliniteer  Movement,  $4.00. 

Brown,  A.  J. 

The  Foreign  Missionary.  Re- 
vell,  $1.50. 

The  Why  and  How  of  For- 
eign Missions.  Young  Peo- 
ple's Missionary  Movement, 
cloth,    see. 

Carver,   Wm.   O. 

Missions  in  the  Plan  of  tne 
.'\ges.      Revell,    $i.j5    "«*■ 

Clarke,  William   Newton. 

K  Study  of  Christian  Mis- 
sions.     Scribner,   $1.25. 

Dennis,    James   S. 

Christian  Missions  and  Social 
Progress.  Revell,  3  vols., 
each,  $2.50. 

Doyle,   A.   Conan 

TTie  Crime  of  the  Kongo. 
Doubleday,    Page,    soc. 

Ellis,   William  T. 

Men  and  Missions.  The  Sun- 
day School  Times  Co.,  $1.00 
net. 

Forsyth,   Peter  T. 

Missions  in  State  and  Church. 
.Armstrong,    ^1.7!;    net. 

Gairdner,    W.    H.    T. 
D.    M.    Thornton. 
A    Study    in    Missionary    Ideas 
and   Methods.     Revell,   $1.25. 

Gordon.  S.  D. 

Quiet  Talks  with  World  Win- 
ners.     Armstrong,    75c. 


Hume,   R.   A. 

Missions  from  the  Modern 
\'ie\v.      Revell,  $1.25. 

Kno.x,  Cieorge  W. 

The  Spirit  of  the  Orient. 
Crowell,   $1.50   net. 

Latimer,   R.    S. 

Liberty  of  Conscience  Under 
the  Tsar.     Revell,   $1.50. 

Leupp,   1'".    E. 

The  Indian  and  His  Problem. 
Scribner's,  $2.00. 

Lucas,    Barnard. 

The  Empire  of  Christ.  Mac- 
millan,   Soc. 

McCoNAUGHY,   David   (Editor). 
The  World  Call  to  Men  of  To- 
day.      Presbyterian     Board     of 
Publication,    $1.00. 

McLean,    Archibald. 

Where  the  Book  Speaks.  Re- 
vell,  $1.00. 

Morgan,  G.    Campbell. 

Missionary  Manifesto.  Revell, 
75c. 

MoTT,  John    R. 

Tlie  Pastor  and  Modern  Mis- 
sions. Student  Volunteer  Move- 
ment,  $1.00. 

Peabody,  Francis  Greenwood. 
Jesus     Christ     and     the     Social 
Question.       Macmillan,    $1.50. 

Richter,    Julius. 

History'  of  Protestant  Missions 
in  the  Near  East.  Revell, 
$2.50. 

Smith,  .\rthur  H. 

China  and  America  To-day. 
Revell,  $1.25. 

Speer.  Robert   E. 

Missionary  Principles  and 
Practice.     Revell,  $1.50  net. 

Warneck,   Johannes. 

The  Living  Christ  and  Dyin^ 
Heathenism.     Revell,  $1.75  net 

Wells,  James. 

Stewart  of  Lovedale.  Revell, 
$1.50. 


2l6 


Manual  of  Missionary  Methods 


Welsh,   R.   E. 

The  Cliallenge  to  Christian 
Missions.      Allenson,    2S.   6d. 

Religions  of  Mission  Fields  as 
N'iewed  by  Missionaries.  Stu- 
dent X'oluntcer  Movement,  50c. 


Students  and  the  Modern 
Missionary  Crusade.  Student 
Volunteer  Movement,  $1.50. 
Social  Progress.  ,V  Year 
Book  and  Encyclopedia  of 
Economics,  Industrial,  Social 
and  Religious  Statistics.  Baker, 
Taylor   &   Co.,   $i.ou. 


For  Readers  not  Interested  in  Missions 


Barton,  James  L. 

The       Missionary       and       His 

Critics.      Revell,    $1.00    net. 
Bryan,    Wm.    J. 

Letters    to    a    Chinese    Official. 

McClure,    Phillips    &    Co.,     50c 

net. 
Connor,   Ralph. 

Black  Rock.     see. 

(Jlengarry   School   Days.     $1.25. 

The    Doctor.      $1.50. 

The      Man      from      Glengarry. 

$1.50. 

The    Prospector.      $1.50. 

The  Sky  Pilot.     $1.25. 

Each   published  by  Revell. 
Duncan,   Norman. 

Dr.    Grenfell's    Parish. 

Revell,    $1.00    net. 
Fisher,   Ruth   B. 

On     the     Borders     of     Pigmy 

Land.     Revell,  $1.25. 
Fox,   John,  Jr. 

Bluegrass    and    Rhododendron. 

Scribner's,   $1.75   net. 
Gale,  James  S. 

Korean  Sketches.  Revell,   $1.00. 

The  Vanguard.     Revell,  $1.50. 
Grenfell,  Wilfred  T. 

Off  the  Rocks      Sunday  School 

Times  Co.,   $1.00. 

Adrift  on  an  Ice  Pan.  Hough. 

ton  &  Mifflin,  75c  net. 


HoTCHKiss,  Willis  R. 

Sketches  From  the  Dark  Conti- 
nent. Friends'  Bible  Insti- 
tute and  Training  School, 
$1.00. 

JuDSON,   Edward. 

Life  of  Adoniram  Judson. 
American  Baptist  Publication 
Society,   $1.25. 

Leslie,   Edwin. 

Knights  Who  Fought  Tlie 
Dragon.  The  Sunday  School 
limes   Co.,   $1.00. 

Mason,  Mrs.  Caroline  Atwater. 
Ihe  Little  Green  God.  Re- 
vell,  7SC. 

Maxwell,  Ellen  Blackmar. 

The  Bishop's  Conversion. 
Methodist  Book  Concern,  $1.50. 

AfiLLiGAN,  Robert. 

Jungle  Folk  of  Africa.  Re- 
vell,   $1.50. 

Miner,   Luella. 

Two  Heroes  of  Cathay.  Re- 
vell, $1.00. 

Noble,  W.  Arthur. 

Ewa,  a  Tale  of  Korea.  Metho- 
dist Book  Concern,   $1.25. 

Welsh,  R.  E. 

The  Challenge  to  Christian 
Missions.     Allenson,  2s.  6d. 


Methods 


Beard,  L.  and  A. 

Home       Mission       Handicraft. 

Scribner's,   soc. 
Brain,  Belle  M. 

Holding      the      Ropes.         Funk 

and   Wagnalls.   $1.00. 

Fuel  for  Missionary  Fires,   35c. 

Fifty      Missionary       Programs. 

United  Society  C.  E.,  3sc. 


Cooper,  W.  W. 

Effective  Missionary  Methods. 
Methodist    Book    Con0ern,    25c. 

HixsoN,  Martha. 

Missions  in  the  Sunday 
School.  Young  People's  Mis- 
sionary Movement,  cloth,  socr 
paper,  35- 


For  Sunday-school  Workers 


217 


KoEHLER,  Emma  E. 

Boys'     Congress     of     Missions. 

Westminster    Press,    soc. 
I'ark,   Uavid. 

Missionary    Methods    for    Mis- 


sionary    Committees.        Revell, 
25c. 
Wells,  Amos  Russell. 

Missionary    Manual.  United 

Society   C.   E.,  35c.- 


General 


Barton,  James  L. 

The    Missionary    and    His    Crit- 
ics.     Revell,   $1.00    net. 
The   Unfinished  Task.      Student 
X'olunteer    Movement,    50c   net. 

Heach,    Harlan    P. 

New  Testament  Studies  in  Mis- 
sions. Student  Volunteer  Move- 
ment,   15c. 

Brown,  A.  J.,  and  Zwemer,  S.  M. 
The  Nearer  and  Farther  East. 
Macmillan,   50c. 

Canton,   Wm. 

Tlie  Story  of  the  Bible  So- 
ciety.     Dutton,   $j.oo. 

Clarke,  Wm.   Newton. 

A  Study  of  Christian  Mis- 
sions.      Scribner's,    $i.2S- 

Cunnyngham,    W.    E.   G. 

The  Foreign  Missionary  and 
His  Work.  Student  Volunteer 
Movement,    50c. 

Dennis,  James  S. 

Christian  Missions  and  Social 
Progress.  Revell,  3  vols.,  $2.50 
each. 

Social  Evils  in  the  Non-Chris- 
tian World.  Student  Volun- 
teer Movement  (A  chapter 
from  first  vol.  of  above),  35c. 
The  New  Horoscope  of  Mis- 
sions.     Revell,    $1.00. 

Gibson,   J.    Campbell. 

Mission  Problems  and  Mis- 
sion Methods  in  South  China. 
Revell,  $1.50. 

Gordon,  A.  J.  _ 

The  Holy  Spirit  in  Missions. 
Revell,  $1.25. 

HODGKINS,    L.    M. 

\\a    Christi.      Macmillan,    soc. 

Kellogg,    S.   H. 

The  Light  of  Asia  and  the 
Light  of  the  World.  Macmil- 
lan,  $2.00. 

Knox,  George  W. 

The  Spirit  of  the  Orient.  Cro- 
well,    $1.50. 

Lawrence,   Edward  A. 

Modern  Missions  in  the  East. 
Revell,  $1.50. 


Lindsay,  Anna  Robertson. 

Gloria       Christi.  Macmillan, 

50c. 

Linn,   William   Alexander. 

The  Story  of  the  Mormons. 
Macmillan,    $4.00. 

Mason,  Mrs.  Caroline  Atwater. 
The  Little  Green  God.  Re- 
vell,  75c. 

McAfee,  J.   Ernest. 

Missions  Striking  Home.  Re- 
vell,  75c. 

McLean,  Archibald. 

Where  the  Book  Speaks.  Re- 
vell, $1.00. 

Mott,  John  R. 

The  Evangelization  of  the 
World  in  This  Generation. 
Student  Volunteer  Movement, 
$1.00. 

The  Pastor  and  Modern  Mis- 
sions. Student  Volunteer  Move- 
ment,   $1.00   net. 

Murdoch,  John. 

Indian  Missionary  Manual; 
Hints  to  Young  Missionaries 
to  India.  J.  Nisbit  &  Co., 
$2.00. 

PiEBSON,  Arthur  T. 

The  Divine  Enterprise  of  Mis- 
sions or  the  Claims  of  Mis- 
sions.     $1.25. 

The  Crisis  of  Missions.  $1.25. 
The  New  Acts  of  the  Apostles. 
Baker,  Taylor  &  Co.,  $1.50. 
The  Miracles  of  Missions. 
Funk  and  Wagnalls,  $1.00. 
The  Modern  Missionary  Cen- 
tury. Baker,  Taylor  &  Co., 
$1.50. 

Speer,  Robert  E. 

Presbyterian  Foreign  Mis- 
sions. Presbyterian  Board  of 
Publication,    50c    net. 

Thoburn,  Tames  M. 

My  Missionary  .Apprentice- 
ship. Methodist  Book  Con- 
cern,  $1.20. 

N'edder,  Henry   Clay. 

Christian  Epoch  Makers. 

-American  Baptist  Publication 
Society,    $1.20. 


2l8 


Matmal  of  Missionary  Methods 


Wexsh,  R.  E. 

The      Challenge      to     Christian 
Missions.     Allenson,  2S.  6d. 


Students  and   the   Modern   Mis- 


sionary Crusade.  Student  Vol- 
unteer Movement,  $1.50. 
1  he  Call,  yualifications  and 
Preparation  of  Candidates  for 
Missionary  Service.  Student 
X'olunteer   Movement,   35c. 


History 


Barnes,  Lemuel  Call. 

Two  Thousand  Years  of  Mis- 
sions Before  Carey.  American 
Baptist  Publication  .Society, 
$1.50    net. 

Bliss,   E.   M. 

The  I\Iissionary  Enterprise. 
Revell,   $i.J5   net. 

HODGKINS,    L.    M. 

\'ia  Christi.  Macmillan,  50c 
net. 

Leonard,   D.   L. 

A  Hundred  Years  of  Missions. 
Funk   and    Wagnalls,    $1.20. 

Maclear,    G.    F. 

Missions  and  Apostles  of  Medi- 
aeval Europe.  Student  Volun- 
teer   Movement,    25c. 

RiCHTER,  Julius. 

History  of   Protestant  Missions 


in  the  Near  East.  Revell, 
$2.50  net. 

Speer,  Robert  E. 

Missions      and      Modern      His- 
tory.     Revell,   2    vols.,    $4.00. 
Presbyterian        Foreign        Mis- 
sions.      Presbyterian    Board    of 
Publication,   50c. 

Thompson,   Augustus  C. 

Protestant  Missions;  Their 
Rise  and  Early  Progress.  Stu- 
dent Volunteer  Movement,  500. 

Thompson,   Chas.  L. 

The  Presbyterians.  Baker, 
Taylor   &   Co.,    $1.00. 

Warneck,   Gustav. 

Outline  of  a  History  of  Prot- 
estant Missions.  Revell,  7th 
ed.,  $2.80. 


Religions 


Davids,  T.  W.  Rhys. 

Buddhism;  Being  a  Sketch_  of 
the  Life  and  Teachings '  of 
Gautama,  the  Buddha.  Gor- 
ham,   75c. 

De  Groot,  T.  T. 

Religions  of  the  Chinese.  Mac- 
millan, $1.25  net. 

DuBOSE,    Hampden    C. 

The  Dragon,  Image  and  De- 
mon: or  The  Three  Religions 
of  China,  Confucianism,  Bud- 
dhism, and  Taoism.  Presby- 
terian Committee  of  Publica- 
tion,   $1.00. 

Griffis,   Wm.   Elliot. 

The  Religions  of  Japan. 
Scribner's,    $2.00. 

Jevons,  F.  B. 

Introduction  to  the  Studv  of 
Comparative  Religions.  Mac- 
millan,   $1.50. 

Kellogg,  S.  H. 

A    Handbook    of    Comparative 


Religion.  .Student  Volunteer 
Movement,   75c. 

Le(;ge,  James. 

The  Religions  of  China.  (Con- 
fucianism and  Taoism  de- 
scribed and  compared  with 
Christianity).   Scribner's,   $1.50. 

Mitchell,  J.   Murray. 

The   Great    Religions    of    India. 

Revell,    $1.50. 

Hinduism     Past     and     Present, 

wi'h     an     Account     of     Recent 

Hindu       Reformers.         Revell, 

$1.60. 

Nassau,  Robert  H. 

Fetichism  in  West  Africa. 
Scribner's,  $2.50  net. 

.St.    Ann-Tisdall.  Wm. 

The  Religion  of  the  Crescent. 
Gorham,   75c. 

Williams,   Monier. 

Hinduism.     Gorham.  75c. 

Underwood,   H.  G. 

Religions  of  Eastern  Asia. 
Macmillan,    $1.50  net. 


For  Siuuiay-scJiool  Workers 


219 


ZWEMER,     S.     M. 

The  Moslem  Doctrine  of  God. 
American  Tract  Society,  soc. 
Islam,    A    Challenege    to    Faith. 


Student    \'olunteer    Movement, 
50c. 


Religions       of       the        Mission 
Fields.  Student         Voluneer 

Movement,    soc. 


Medical  Missions 


Armstrong-Hopkins,   S. 

Within  the  Purdah.     Methodist 

Book  Concern,   $1.25. 
Barnes,    Irene    H. 

Between       Life       and       Death. 

Church      of      England     Zenana 

Mission   Society,   3s.   6d.   net. 
Bryson,   Mary    Isabel. 

John        Kenneth        Mackenzie, 

Medical    Missionary    to    China. 

Revell,  $1.50. 
Lowe,  John. 

Medical    Missions:    Their   Place 

and  Power.     Revell,  $1.50. 


Penrose,  V.  F. 

Opportunities  in  the  Path  of 
the  (ireat  Physician.  Pres- 
byterian Board  of  Publica- 
tion, $1.00. 

Wanless,  W.  J. 

The  Medical  Mission.  Stu- 
dent       Volunteer        Movement, 

lOC. 

Williamson,    J.    Rutter. 

The  Healing  of  the  Nations. 
Student  \'olunteer  Movement, 
40c. 


Collective  Biography 


Creegan,    Charles    C. 

Pioneer  Missionaries  of  the 
Church.  American  Tract  So- 
ciety,   $1.25. 

Dawson,  E.    C. 

Heroines  of  Missionary  Ad- 
venture.      Lippincott,     $1.50. 

Field,    Claude. 

Heroes  of  Missionary  Enter- 
prise.    Lippincott,   $1.50. 

Good,   James   I. 

Famous  Missionaries  of  the 
Reformed  Church.  Sunday 
School  Board  Reformed 

Church  in  the  U.   S.,   $1.00. 

Gracey,   Mrs.   J.  T. 

Eminent  ]\iissionary  Women. 
Methodist  Book  Concern,  85c. 

Lambert,   John    C. 

The  Romance  of  Missionary 
Heroism,  Lippincott,  $1.50  net. 
Missionary  Heroes  in  Asia. 
Lippincott,    75c. 

McDowell,  Wm.  F..  and  Others. 
The  Picket  Line  of  Missions. 
Methodist    Book    Concern,    6oc. 

Shelton,   D.  O. 

Heroes  of  the  Cross  in  .\mer- 
ica.      Young    People's    Mission- 


ary Movement,  cloth,  50c;  pa- 
per,   35c. 

Speer,  Robert   E. 

Servants  of  the  King.  Young 
People's  Missionary  Movement, 
cloth,    50c;    paper,    3sc. 

Taylor,   S.    Earl. 

The    Price    of    Africa.        Metho- 
dist   Book   Concern,   soc. 

Thompson,    .\.    C,    and    Others. 
Modern     .\postles     in     Mission- 
ary   Byways.       Student    Volun- 
teer  Movement,   2sc. 

Walsh,    W.    Pakenham. 

Heroes    of    the    Mission    Field. 
Whittaker,    $1.00. 
Modern     Heroes    pf    the     Mis- 
sion  Field.     Whittaker,   $1.00. 

YoNGE,   Charlotte  M. 

Pioneers  and  Founders.  Mac- 
millan,   $i.7S. 

Empire        Buflders.  Church 

Missionary    Society,    is.    6d. 


Home  Mission  Heroes — A 
Series  of  Sketches.  Presbyter- 
ian Board  of  Home  Missions, 
3SC. 


Afghanistan 

(See  under  Mohammedan  Lands) 


220 


Manual  of  Missmiary  Methods 


Africa 


General 


Re- 


of    Central 
Tract     So- 


Scribner's, 


Revell, 


Bentley,  W.  H. 

Pioneering  on   the  Congo, 
veil,    2   vols.,    $5.00. 

CoiLLARD,    Francois. 
On    the    Threshold 
.Africa.       .-\merican 
ciety,  $2.50. 

Drummond,  Henry. 
Tropical  Africa. 
$1 .00. 

l-'isHER,    Ruth    B. 

On  the  Borders  of  Pigmy 
Land.     Revell,  $1.25. 

GiFFEN,   J.    K. 

The    Egyptian    Sudan 
$1.00  net. 

HoTCHKiss,  Willis  R. 

Sketches  from  the  Dark  Con- 
tinent. Friends'  Bible  Insti- 
tute  &   Training   School,   $1.00. 

Jack,   James   W. 

Daybreak  in  Livingstonia.  Re- 
vell,  $1.50. 

MiLLiGAN,    Robert  H. 

The  Jungle  Folk  of  Africa. 
Revell.    $1.50. 

Nassau,  Robert  Hamill 
Fetichism  in  West 
Scribner's,    $2.50. 

Naylor,    Wilson    .S. 

Daybreak     in     the     Dark 


Africa. 


Con- 


tinent. Young  People's  Mis- 
sionary    Movement,     50c. 

Noble,   Frederick    Perry. 

I'he  Redemption  of  Africa. 
Revell,   2  vols.,  $4.00. 

Parsons,   Ellen    C. 

Christus  Liberator.  Macmil- 
lan,    50c. 

Purvis,  J.  B. 

Through  Uganda  to  Mt.  El- 
gon.  American  Tract  Society, 
$1.50. 

Stewart,   James. 

Dawn  in  the  Dark  Continent. 
Revell,  $2.00  net. 

Tyler.  Josiah. 

Forty  Years  Among  the  Zulus. 
Pilgrim    Press,    $1.25. 

\'erner,   Samuel  P. 

Pioneering  in  Central  Africa. 
Presbyterian  Committee  of 
Publication,  $2.00. 

Watson,    Charles   R. 

In  the  Valley  of  the  Nile.  Re- 
vell, $1.00  net. 

Talks  on  Africa  (With  Notes 
and  Charts).  Church  Mis- 
sionary Society,  London.  For- 
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Re- 


Battersby,    Chas.    F.   H. 
Pilkington     of     Uganda 
veil,   $1.50. 

Blaikie,    W.    Garden. 

The  Personal  Life  of  David 
Livingstone.      Revell,   $1.50. 

Dawson,  E.  C. 

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op of  Eastern  Equatorial  Af- 
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Deane,   David  J. 

Robert    Moffat.      Revell,    75c. 

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David  Livingstone.  Macmil- 
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The  Lives  of  Robert  and 
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Montefiore,    Arthur. 

David  Livingstone.  Kis  La- 
bor and  His  Legacy.  Revell, 
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Page,  Jesse. 

Tlie  Black  Bishop.  (Life  of 
Crowther.)     Revell,  $2.00. 

Parsons,    Ellen   C. 

A  Life  for  Africa.  (Life  of 
Dr.  A.  C.  Good.)  Revell, 
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Taylor,   S.   Earl. 

The  Price  of  Africa.  Metho- 
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Wells,   James. 

Stewart  of  Lovedale.  Revell, 
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Wilder,    M.   L. 

Robert  Moffat.  Missionary 
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221 


Alaska 

(See  under  North  America) 

Arabia 

(See  under  Mohammedan  Lands) 

Burma 

(See  under  India) 


China 
General 


Bali.  J.  Dyer. 

Tilings      Chinese.        Scribner's, 

$4.00. 
Beach,    Harlan    P. 

Dawn    on    the    Hills    of    T'ang. 

Student    Volunteer    Movement, 

Soc. 
Blakeslee,  George  Hubbard. 

China      and      the      Far      East. 

Crowell,   $2.00  net. 
Brewster,    Wm.    N. 

Evolution      of       New      China. 

Methodist        Book        Concern, 

$1.25. 
Brown,    Arthur   J. 

New  Forces  in  Old  China.  Re- 

vell,    $1.50. 
Bryan,    William   Jennings. 

Letters    to    a    Chinese    Official. 

McClure,    Phillips    &    Co.,    50c 

net. 
Carl,    Katherine   A. 

With     the     Empress     Dowager. 

Century  Co.,   $2.00. 
Chang,    Chih    Tung. 

China's     Only     Hope.       Trans- 
lated    by     S.     I.     Woodbridge. 

Revell,  75c. 
Gibson,  J.  Campbell. 

Mission     Problems     and     Mis- 
sion  Methods  in    South  China. 

Revell,    $1.50. 
GiLMouR,   Rev.   James. 

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can Tract   Society,  $1.00. 
Hardy,    E.   J. 

John      Chinaman      at      Home. 

Scribner's,   $2.50. 
Hunt,   Wm.   Remfrey. 

A       Chinese       Story       Teller. 

Christian    Publication   Co.,    750. 


Macgowan,  J. 

Sidelights     on      Chinese     Life. 

Lippincott,    $3.75    net. 
Martin,   W.   A.   P. 

The    Lore    of    Cathay,    or    the 

Intellect     of     China.        Revell, 

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Merwin,    Samuel. 

Drugging    a    Nation.       Revell, 

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Miner,  Luella. 

China's   Book  of  Martyrs. 

Pilgrim    Press,    $1.50. 
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China  and  the  Chinese.  Pres- 
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Revell,    $1.00   net. 
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Mission  Methods  in  Manchuria. 

Revell,    $1.00    net. 
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Each   published   by    Revell. 
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A  Typical  Mission  in  China. 
Revell,  $1.50. 

Sturgis,    Lucy   C. 

Overcoming  the  Dragon. 
Domestic  and  Foreign  Mission- 
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cloth,    soc;    paper,    jsc 


222 


Manual  of  Missionary  Methods 


Taylor,    Geraldine    Guinness. 
In   the    Far    East.      China    In- 
land   Mission,    $1.25. 


Talks    on    China    (With    Notes 


and  Charts).     Church   Mission- 
ary     Society,      London.         For 
sale    by    Foreign    Missions    Li- 
brary,  156  5th  Ave.,  New  York. 
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China,  Biography 


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John  Kenneth  Mackenzie, 
Medical  Missionary  to  China. 
Revell,    $1.50. 

Hubbard,   Ethel  D. 

Under  Marching  Orders.  (The 
Life  of  Mary  Porter  Game- 
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LovETT,  Richard. 

James  Gilmour  of  Mongolia. 
Revell,    $1.75. 

Miner,  Luella. 

Two  ineroes  of  Cathay.  Re- 
vell,   $1.00. 

Nevius,   Helen    S.   C. 


The  Life  of  John  Livingstone 
Nevius.      Revell,    $1.50. 

Speer,  Robert  E. 

A  Memorial  of  Horace  Tracy 
Pitkin.      Revell,    $i.oo. 

Taylor,   Mrs.   Howard. 

Pastor  Hsi,  One  of  China's 
Christians.      Revell,    $1.00. 

Thompson,    R.   Wardlaw. 

Griffith  John,  The  Story  of 
Fifty  Years  in  China.  Arm- 
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TowNSEND,   VVm.  John. 

Robert  Morrison,  the  Pioneer 
of  Chinese  Missions.  Re- 
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China,  History  and  Religion 


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Buddhism  in  China.  Gorham, 
7SC. 

De  Groot,  T.  T. 

The  Religion  of  the  Chinese. 
Macmillan,    $1.25    net. 

Douglas,    Robert    K. 

Confucianism  and  Taoism. 
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Dubose,  Rev.  Hampden  C. 

The  Dragon,  Image  and  De- 
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of         China.  Confucianism, 

Buddhism,  and  Taoism.  Pres- 
byterian Committee  of  Publi- 
cation,   $1.00. 

Legge,   James. 

The  Religions  of   China.      Con- 


fucianism     and      Taoism      de- 
scribed     and      compared      with 
Christianity.      Scribner's,   $1.50. 
Ross,  John. 

The  Original  Religion  of  Chi- 
na.     Methodist    Book  Concern, 

$1.25 

Taylor,    F.    Howard. 

These  Forty  Years.  Story  of 
China  Inland  Mission.  China 
Inland  Mission  Publishing  Co., 
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Williams,   S.  Wells 

The  Middle  Kingdom  (Geog- 
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History).  Scribner's,  2  vols., 
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Cuba 

(See  under  North  America) 

Formosa 

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Greenland 

(See  under  North  America) 


For  SiDiday-school  Workers 


223 


India,  Burma  and  Ceylon 


General 


Barnes,  Irene  H. 

Behind  the  Purdah.  Crowell, 
$1.50. 

Beach,  Harlan   P. 

India  and  Christian  Oppor- 
tunity. Student  Volunteer 
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Carmichael,   Amy  Wilson. 

I'hings    as    They    Are;    Mission 

Work  in   Southern  India.      Re- 

vell,   $1.00. 

Overweights    of    Joy.        Revell, 

$1.00. 

Lotus   Buds.   Armstrong,   $5.00. 

Chamberlain,    Jacob. 

The  Kingdom  in  India.  Re- 
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Clark,  Mrs.  M.  M. 

A  Co.ner  in  India  (Assam). 
American  Baptist  Publication 
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CoMPTON,  Herbert. 

Indian  Life  in  Town  and  Coun- 
try.    Putnam,  $1.20. 

Datta,   Surendra   Kumar. 

The  Desire  of  India.  Young 
People's  Missionary  Move- 
ment,   63c    net. 

Denning,   Margabet   B. 

Mosaics  from  India.  Revell, 
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Fuller,    Mrs.    IMarcus   B. 

The  Wronps  of  Indian  Wo- 
manhood.    Revell,  $1.25. 

HoLCOMB,   Helen   H. 

Bits  About  India.  Presbyterian 
Board  of  Publication,  $1.00. 


Jones,  John   P. 

India,    Its    Life    and    Thought. 

Macniillaii,    $2.50. 

India's    Problem,     Krishna    or 

Christ.      Revell,    $1.50. 
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Talks  on  India  (with  Notes 
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For  sale  by  Foreign  Missions 
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India,  Biography 


Dyer,  Helen   S. 

Pandita        Ramabai.  Revell, 

$1.25. 

Farw'kll,   Mary   E. 

William       Carey.         Missionary 
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HoLcoMB,   Helen   M. 

Men    of    Might    in    India    Mis- 
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Jackson,   John. 

Mary   Reed.      Revell,   75c. 

Montefiore,    Arthur. 

Reginald      Heber,      Bishop     of 
Calcutta.      Revell,   7sc. 


Smith,   George. 

The    Life    of    Alexander    DufP. 
Hodder       and      Stoughton,      a 
vols,    in    one,   $1.00. 
The      Life      of     Wm.      Carey. 
John  Murray,   7s.   6d. 

Thoburn,    J.    M. 

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cern, 35c. 

Wilson,    (!\Trs.    Ashley    Carns). 
Irene   Petrie.      Revell,  $1.50. 


2  24 


Manual  of  Missionary  Methods 


India,  History 


Curtis,   Wm.    E. 

Modern   India.     Revell,  $2.00. 

DoWNiE,   David. 

Story  of  the  Telugu  Mission. 
American  Baptist  Publication 
Society,    $1.00. 

Hunter,  W.   W. 

Brief    History    of    the     Indian 
People.       Oxford    Press,    90c. 
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Native  Life  in  South  India. 
Pacific   Press,    50c. 

RicHTER,    Julius. 

The  History  of  Protestant  Mis- 
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Smith,  George. 

The  Conversion  of  India.  Re- 
vell,  $1.50. 

Thoburn,  J.  M. 

India  and  Malaysia.  Metho- 
dist Book  Concern,  $1.50. 


Burma 


Bunker,   Alonzo. 

Soo    Thah.      Revell,    $1.00. 

Cochrane,    Henry   Park. 

Among  the  Burmans.  Revell, 
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Griggs,   William   C. 

Odds  and  Ends  from  Pagoda 
Land.  American  Baptist  Pub- 
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Johnston,   Julia  H. 

Adoniram  Judson.  Missionary 
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JuDsoN,     Edward. 

Adoniram  Judson.  American 
Baptist  Publication  Society, 
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Japan  and  Formosa 


General 


Bacon,    Alice    Mabel. 

Japanese  Girls  and  Women. 
Houghton,  Mifflin  &  Co.,  $1.25. 

Brain,   Belle   M. 

All  About  Japan.  Revell, 
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Cary,  Otis. 

History  of  Christianity  in  Ja- 
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Japan  and  its  Regeneration. 
Student  Volunteer  Movement, 
Soc. 

Clement,  Ernest  Wilson. 

A     Handbook    of     Modern    Ja- 
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Christianity      in      Modern      Ja- 
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De   Forest,  John  H. 

Sunrise  in  the  Sunrise  King- 
dom. Young  People's  Mis- 
sionary Movement,  50c;  paper, 
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Gordon,  M.  L. 

An     American     Missionary     in 


Japan.      Houghton,     Mifflin    & 

Co.,  $1.25. 
Griffis,    Wm.    Elliot. 

The  Mikado's  Empire.  Har- 
per,   $4.00. 

The       Religions       of       Japan. 

Scribner's,  $2.00. 
Gulick,     Sidney     L. 

Evolution      of     the     Japanese. 

Revell,    $2.00. 

Imbrie,   Wm.    M. 

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Knox,  George  W. 

Japanese  Life  in  Town  and 
Country.      Putnam,    $1.20. 

Lloyd,  Arthur. 

Everyday  Japan.  Cassell,  $4.00 
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Mackay,    George    Leslie. 

From    Far    Formosa.      Revell, 

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For  SiDuiay-scliool  Workers 


225 


Japan,  Biography 


Davis,  J.  D. 

Joseph    Hardy    Neesima.       Re- 

vell,   $1.00. 
Griffis,    William    Elliott. 

V'erbeck     of     Japan.        Revell, 

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Hardy,   Arthur  Sherburne. 

Life  and  Letters  of  Joseph 
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Daybreak    in    Korea.       Revell, 

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Gale,  James  S. 

Korean        Sketches.  Revell, 

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The   Vanguard.     Revell,   $1.50. 

Korea    in    Transition.       Young 

People's        Missionary        Move- 
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GiFFORD,  Daniel  L. 

Every     Day     Life     in     Korea. 

Revell,    $1.25. 
Griffis,   Wm.    Elliot. 

Corea,      The     Hermit     Nation. 

Scribner's,  $2.50. 
Hulburt,  H.  B. 

The    Passing   of    Korea.      Dou- 

bleday.    Page   &   Co.,   $3.80. 


Jones,    George  H. 

Korea,    the    Land,    People   and 

Customs.  Methodist       Book 

Concern,    35c. 
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With     Marquis    Ito    in    Korea. 

Scribner's    $2.50. 
McKenzie,    Frederick    A. 

The   Tragedy   of  Korea.      Dut- 

ton,    $2.00. 

Noble,    W.    Arthur. 

Ewa.  a  Tale  of  Korea.  Meth- 
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Underwood,    L.    H. 

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Underwood,  Horace  G. 

The  Call  of  Korea.  Revell, 
cloth,    75c   net;   paper,    35c  net. 


Labrador 

(See  under  North  America) 

Laos 

(See  under  Siam  and  Laos) 


Madagascar 

General 


Fletcher,   J.  J.   Kilpin. 

The     Sign     of     the     Cross 
Madagascar.     Revell,  $1.00. 


Matthews,   T.   T. 

Thirty    Years    in    Madagascar. 
Armstrong,    $1.75. 


226 


Manual  of  Alissionary  Methods 


Mexico 
General 


Rrown,  Hubert  W. 

Latin  America.     Revell.  $1.20. 

liUTLER,     Wm. 

Mexico  in  Transition  from 
the  power  of  Political  Ro- 
manism to  Civil  and  Relig- 
ious Liberty.  Methodist  Book 
Concern,    $2.00. 

Carson,   William   English. 

Mexico:  The  Wonderland  of 
the  South.  Macmillan,  $2.25 
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Johnson,    Hannah    More. 

Mexico,  Past  and  Present. 
Presbyterian  Board  of  Publi- 
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Moses,  Jasper  T. 

lo-day  in  the  Land  of  To- 
Morrow,  Christian  Woman's 
Board   of   Missions,    50c. 

Winton,  G.   B. 

A  New  Era  in  Old  Mexico. 
Publishing  House,  M.  E. 
Church,    South,    $1.00. 


Mohammedan  Lands 


General 


Gairdner,  W.  H.  T. 

The  Reproach  of  Islam.  Young 
People's  Missionary  Movement, 
63c  net. 

Van   Sommer,   Annie. 

Our       Moslem       Sisters.  Re- 

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W^ATsoN,   Andrew. 

The  American  Mission  in 
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Watson,   Charles  R. 

In  the  Valley  of  the  Nile.  Re- 
vell. $1.00  net. 

Egypt  and  the  Christian  Cru- 
sade. Hoard  of  Foreign  Mis- 
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Zwemer,    S.    M. 

The  ^T(ls^■m  Doctrine  of  God. 
.\mcrican  Tract  Society,  50c. 
Islam:  .\  challenge  to  Faith. 
Student  \"oluntecr  Movement, 
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The  Moslem  World.  Young 
People's  Missionary  Move- 
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Cairo  Conference  Report — - 
Mohammedan  World  of  To- 
Kay.  Revell,  $i..so. 
Methods  of  Mission  Work 
-\mong  Moslems.  (Papers  pre- 
sented at  Cairo  Conference.) 
Revell,  $1.00. 


Afghanistan 


Pennell,  Theodore  Leighton. 
Among  the  Wild  Tribes  of  the 


Afghan     Frontier. 
$3.50  net. 


Lippincott, 


Arabia 


Jessup,  Henry  Harris. 

The     Women      of     the     Arabs. 
Dodd,  Mead  &  Co.,  50c. 


Zwemer,  Samuel  M. 

Arabia.    The    Cradle    of    Islam. 
Revell,  $2.00. 


Persia 


Bassett,   James. 

Persia,      The      Lnnd      of      the 
Imams,    Scribner's,   $1.50. 

Imske,    I).   T. 

The   Cross   and   the    Crown,   or 


Faith  Working  by  Love,  .\s 
Exemplified  in  the  Life  of 
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Boston,  $1.50. 


For  Sunday-scJiool  Workers 


227 


Laurie,  Thomas. 

Woman      and     the     Gospel     in 

Persia.  Missionary       Annals 

Series.       Kevell.        (Abridged), 

30c. 
Malcolm,    Napier. 

Five  Years  in  a  Persian  Town. 

Dutton,   $2.00    net. 
Page,  Jesse. 

Henry    Martyn,    His    Life    and 

Labors.      Revell,    75c. 
Smith,  George  C. 


Henry  Martyn,  Saint  and 
Scholar.  The  First  Modern 
Missionary  to  the  Mohammed- 
ans.    Revell,  $1.50. 

Wilson,  S.  G. 

Persian      Life      and      Customs. 

Kevell,   $1.25. 

Mariam.       Am.    Tract    Society, 

50c. 

WiSHARD,    Dr.   John    G. 

Twenty  Years  in  Persia.  Re- 
vell,   $1.50. 


Syria 


Curtis,  Wm.  E. 

To-day  in   Syria  and    Palestine. 

Revell,    $2.00. 
Jessup,  Henry  Harris. 

Fifty-three      Years      in      Syria. 

2  vols.     Revell,  $5.0*  net. 


Kamil.         Westminster       Press, 
$1.00. 
Wilson,  C.  T. 

Peasant  Life  in  the   Holy  Land. 
Dutton,    $3.50    net. 


Turkey 


Barton,    Jas.    L. 

Daybreak   in    Turkey.      Pilgrim 

Press,    $1.50. 
Buxton,  Charles  R. 

Turkey    in    Revolution.       Scrib- 

ner's,   $2.50    net. 
DvviGHT,   Henry   Otis. 

Constantinople     and     its     Prob- 
lems.     Revell,    $1.25. 
Hamlin,    Cyrus. 

Among   the    Turks.       American 

Tract  Society,  $1.50. 


My  Life  and  Times.  (Turkey 
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$1.50. 

Prime,   E.    D.   G. 

Forty  Years  in  the  Turkish 
Empire,  or  Memoirs  of  Rev. 
Wm.  Goodell,  D.D.  Ameri- 
can Board  Commissioners  of 
Foreign  Missions,  $1.20. 

Washburn. 

Fifty  Years  in  Constantinople. 
Houghton,    $3.00. 


North  America 


General 


Anderson,   W.    L. 

The     Country    Town.       Baker, 

Taylor    Co.,    $1.00. 
Carr,   Lucien. 

Missouri.        Houghton,      Mifflin 

&  Co.,  $1.25. 
Clark,  J.   B. 

Leavening  the   Nations.        Bak- 
er &  Taylor,  $1.25. 
Connor,   Ralph. 

Black    Rock.       50c. 

The   Doctor.      $1.50. 

The    Sky   Pilot.      $1.25. 

The   Prospector.     $1.50. 

The    Man     from     Glenga-ry. 

$1.50. 

Each  published  by  Revell. 


Cordley,  Richard. 

Pioneer  Days  in  Kansas.  Pil- 
grim  Press,    $1.00. 

Doyle,    Sherman. 

Presbyterian  Home  Missions. 
Presbiyterian  Board  of  Home 
Missions.      $1.00. 

Gregg,  David. 

The  Makers  of  the  American 
Republic.       Treat,    $2.00. 

Guernsey,  .\lice  ]VL 

Home  Mission  Readings.  Re- 
vell, 50c. 

Citizens  of  To-morrow.  Re- 
vell,   cloth.    :;oc:    paper,    30c. 

Johnston,  Julia  H. 

Indian  and  Spanish  Neighbors. 
Revell,   cloth,    see;    paper,    30c. 


228 


Manual  of  Missionary  Methods 


McAfee,  J.   Ernest. 

Missions    Striking   Home.      Re- 

vell,  75c. 
PUDDEFOOT,    W.    G. 

The      Minute      Man      on      the 

Frontier.      Crowell,   $i.::5. 
Riis,   Jacob. 

The    Making    of    an    American. 

Macmillan,  $1.50. 
Roosevelt,  Theodore. 

The     Winning    of     the     West. 

Putnam.      4    vols.,    $2.50    each, 

$10.00. 
Stead,  Wm.  T. 

Americanization   of  the   World, 

or  the  Trend  of  the  Twentieth 

Century.     Baker,  Taylor  &  Co., 

$1.00  net. 


Strong,  Josiah. 

Expansion    Under    New   World 
Conditions,    $1.00. 
The  New   Era,   750. 
Our   Country,   60c. 
Religious     Movements    for    So- 
cial   Betterment,    50c. 
Social    Progress,    a    Year    Book 
and       Encyclopedia      of       Eco- 
nomic,    Industrial,     Social    and 
Religious    Statistics.    $1.00. 
Each   published   by   Baker,   Tay- 
lor  &   Co. 

Thompson,  Chas.  L. 

The       Presbyterians.  Baker, 

Taylor  &  Co.,  $1.00. 


Biography 


Arctander,   J.   W. 

The  Apostle  of  Alaska.  The 
Story  of  Wm.  Duncan  of 
Metlakahtla.  Revell.  $1.50 
net. 

Bradv,   Cyrus  T. 

Recollections      of     a      Mission- 
ary   in   the    Great   West. 
Scribner's,    $1.25. 

Bristol,    Frank    M. 

The  Life  of  Chaplain  McCabe. 
Revell,    $1.50   net. 

Connor,   Ralph. 

Life  of  James  Robertson.  Re- 
vell, $1.50  net. 

Craighead,  J.  G. 

Story  of  Marcus  Whitman. 
Presbyterian  Board  of  Home 
Missions,    $1.00. 

Love,   William   de  L. 

Samson  Occum  and  the  Chris- 
tian Indians  of  New  Eng- 
land.      Pilgrim   Press,    $1.50. 

Mowry,  Wm.  a. 

Marcus  Whitman.  Silver,  Bur- 
dett  &  Co.,  $1.50. 

Nixon,  Oliver  Woodson. 

How  Marcus  Whitman  saved 
Oregon.  Star  Publishing  Co., 
$1.50. 


P.\GE,  Jesse. 

David  Brainerd,  Missionary 
to  the  North  American  In- 
dians.    Revell,  75c. 

Shelton,   D.   O. 

Heroes^  of  the  Cross  in  Ameri- 
ca. Young  People's  Mission- 
ary Movement,  50c;  paper,  350. 

Sherwood,   James   M. 

Memoirs  of  David  Brainerd. 
Funk   &    Wagnalls,    $1.50. 

Stewart,    R.    L. 

The  Life  of  Sheldon  Jackson. 
Revell,  $2.00   net. 

Washington,    Booker  T. 

Up  From  Slavery.  Double- 
day,  Page  &  Co.,  $1.50. 

Whipple,    Bishop. 

Lights  and  Shadows  of  a  Long 
Episcopate.  Macmillan,  $2.50 
net. 

Young,  Ecerton  R. 

The  Apostle  of  the  North, 
Rev.  James  Evans.  Revell, 
$1.25. 


Home      Mission      Heroes.         A 
series    of    Sketches.  Presby- 

terian   Board    of    Home     Mis- 
sions, 3SC. 


Alaska 


Arctander,  J.  W. 

The  Apostle  of  Alaska.  The 
Story  of  Wm.  Duncan  of 
Metlakahtla.     Revell,  $1.50  net. 


Hallock,  Charles. 

Peerless      Alaska.         Broadway 
Publishing    Company,    $1.25^ 


For  SiDiday-scJiool  Workers 


229 


Jackson,  Sheldon. 

Alaska  and  Missions  on  the 
Nortli  Pacific  Coast.  Dodd, 
Mead  &   Co.,   $1.50. 

McClintock,   Mrs.   E.  A. 

Life    in    Alaska.  Letters    of 

Mrs.  Eugene  S.  VVillard. 
Presbyterian  Board  of  Publi- 
cation,   75c. 

Stewart,   R.   L. 


Sheldon        Jackson.  Revell, 

$2.00    net. 
Waid,    Eva    Clark. 

.-\laska,  the  Land  of  the  Totem. 

Presbyterian     Women's     Home 

Board.     Cloth,   50c;   paper,  30c. 
WiLLARD,   Mrs.    E.   S. 

Kin-da-shon's    Wife.  Revell, 

$1.00. 


Cities 


Betts,  Lillian  W. 

The    Leaven    in    a    Great    City. 
Uodd,   Mead   &   Co.,   $1.50. 

CONYNGTON,     MaRY. 

How    to    Help.      Roland    Press, 
$1.50. 

HORTON,     ISABELLE. 

The    Burden  of   the    City.      Re- 
vell,   50c. 

McCuLLOCH,    J.     E. 

The      Open     Church      for     the 
Unchurched.     Revell,   $1.00. 

McLeod,    Christian. 

The     Heart     of     the     Stranger. 
Revell,   $1.25. 

Peabody,   Francis   Greenwood. 
Jesus     Christ     and     the     Social 
Question.       Macmillan,    $1.50. 

Riis,  Jacob. 

The     Battle     with     the     Slum. 
Macmillan,  $2.00. 


How  tne  Other  Half  Lives. 
Scribner,   $1.25. 

The  Children  of  the  Tene- 
ments.     Macmillan,    $1.50   net. 

Spargo,   John. 

The  Bitter  Cry  of  the  Chil- 
dren.     Macmillan,    $1.50. 

Steffens,   Lincoln. 

The  Shame  of  the  Cities.  Mc- 
Clure,   $i.jo. 

Stelzle,    Charles. 

Boys    of    the    Street    and    How 
to   Win   Them.    Revell,    50c. 
Christianity's      Storm      Center. 
Revell,  $1.00. 

Strong,   Josiah. 

The  Challenge  of  the  City. 
Young  People's  Missionary 
Movement,   50c;  paper,   3sc. 

Woods,   Robert  Archey. 

Americans  in  Process.  Hough- 
ton,  Mifflin  &  Co.,  $1.50. 


Cuba  and  Porto  Rico 


Draper,   .\ndrew   S. 

The  Rescue  of  Cuba.  Silver, 
Burdett    Co.,    $1.00    net. 

Fowles,    George    Milton. 

Down  in  Porto  Rico.  Metho- 
dist   Book  Concern,   75c.    net. 

Grose.  H.   B. 

-Advance  in  the  Antilles. 
Young  People's  Missionary 
Movement,    50c;    paper,    35c. 

Hill,    R.    T. 


Cuba    and    Porto    Rico.      Cen- 
tury  Co.,    $3.00. 

Ober,  F.  A. 

Porto   Rico   and    Its   Resources. 
Appleton,    $1.50. 

RowE,   L.    S. 

United  States  and  Porto  Rico. 
Longmans,    $1.30. 

Van   Middeldyk,  R.  A. 

History  of  Porto  Rico.     Apple- 
ton,   $1.25. 


Foreigners  or  Immigrants 


CoNDiT,  Ira  M. 

The     Chinaman     As    We     See 

Him.     Revell,  $1.50. 
Connor,  Ralph. 

The    Foreigner.      Doran,    $1.50. 


Grose,  Howard  B. 

The  Incoming  Millions.  Re- 
vell,   50c. 

Aliens  or  Americans?  Youn^ 
People's  Missionary  Move- 
ment,  50c;   paper,   35c. 


230 


Manual  of  Missionary  Methods 


Holt,   Ernest. 

Undistinguished    Americans. 

James   Pott,   $1.50   net. 
Hunter,  Robert. 

Poverty.  .Vlacmillan,     $1.50. 

McLanahan,  Samuel. 

Our         People        of         Foreign 

Speech.       Revell,    50c. 


Stein F.R,  Edward  A. 

On     the     Trail     of    the     Immi- 
grant.    Revell,  $1.50. 
The    Immigrant    Tide.      Revell, 
$1.50   net. 

The    Mediator.       Revell,    $1.50 
net. 


Greenland  and  Labrador 


Duncan,    Norman. 

Dr.    Grenfell's    Parish.       (Lab- 
rador).     Revell,    $1.00. 
Dr.     Luke     of     the     Labrador. 
Revell,   $1.50. 

Grenfell,   W.   T. 

Adrift  on   an   Ice   Pan.   Hough- 
ton   &   Mifflin,    75c   net. 

Grenfell,  W.  T.  and  Others. 


Labrador,  the  Country  and 
People.      Macmillan,    $2.25. 

Lewis,   Arthur. 

The  Life  and  Work  of  the 
Rev.  E.  J.  P<^ck  Among  the 
Eskimos.  Armstrong,    $1.75. 

Page.  Jesse. 

.\mid  Greenland  Snows.  Re- 
vell, 75c. 


Indians 


Dorsey,    G.    a. 

Indians  of  the  Southwest. 
Passenger  Department,  .-Xtchi- 
son,  Topeka  &  Santa  Fe  R.  R. 
System,    50c. 

Humphreys,   Seth   K. 

The  Indian  Dispossessed.  Lit- 
tle,   Brown   &  Co.,   $1.50   net. 

Inman,  Henry. 

Old  Santa  Fe  Trail.  Crane, 
$2.00. 

Jackson,  Helen  Hunt. 

Glimpses  of  California  and  the 
Missions. 

A  Century  of  Dishonor.  Lit- 
tle,   Brown   &   Co.,    $1.50    each. 

James,  G.   W. 

In     and     Around     the     Grand 
Canyon.      Little,    $3.00. 
Indians   of   the   Painted   Desert 
Region.       Little,    $2.00. 

LUMMIS,    C.    F. 

The  Land  of  Poco  Tiempo. 
Scribner's.      $2.50. 

Matthews,   Washington. 

Navajo  Lecends.  Houghton, 
Mifflin   &   Co.,   $6.00   net 


McBeth,    Katherine  C. 

The   Nez    Perces   Indians   since 

Lewis      and      Clark.         Revell, 

$1.50. 
RiGGS,   Stephen  R. 

Mary    and    I,    or    Forty    Years 

among      the       Sioux      Indians. 

Pilgrim  Press,  $1.50. 
Prudden,  T.  M. 

On    the    Great 

teau.      Putnam, 
Whiting,   Lilian. 

The     Land     of 

Little,   $2.00. 
Young,  E.   R. 

On     the      Indian 

veil,    $1.00. 

Oowikapun.        Methodist    Book 

Concern,   $1.00. 

By     Canoe      and     Dog     Train. 

Methodist  Book  Concern,  $1.25. 

Stories    from    Indian    Wigwams 

and      Northern      Camp      Fires. 

Methodist         Book         Concern, 

$1.25. 


American    Pla- 
$2.00. 


Enchantment. 


Trail. 


Re- 


DUGGAN,    J.    P. 

-A    Mexican    Ranch. 


Mexicans  in  the  United  States 

Publication 


American 


Baptist 
$1.25. 


Societv. 


For  Siuidaj'-school  Workers 


231 


Mormon 


Folk,  E.  E. 

The     Mormon     Monster.       Re- 

veil,  $2.00. 
Henry,  Alfred  Hylas. 

By   Order   of  the   Prophet.     Re- 

vell,  $1.50. 
Linn,   William   Alexander. 


The    Story    of    the     Mormons. 

Macmillan,    $4.00. 
Wilson,  Harry  L. 

The   Lions  of  the  Lord.     Loth- 

rop,   $1.50. 
W^ishard,    Samuel   E. 

'Hie     Mormons.        Presbyterian 

Board   of  Home  Missions,  350. 


Carter,  Mary  Nelson. 
North         Carolina 
McClurg,  75c. 

Fox,  John,  Jr. 


Mountaineers 


Sketches. 


Blue      Grass      and      Rhododen- 
dron.     Scribner,   $1.75. 


Malone,  Jos.   S. 

Sons      of       Vengeance.        Re- 

vell,  $1.50. 
Wilson,   S.   T. 

The     Southern      Mountaineers. 

Presbyterian     Board    of    Home 

Missions,  35c. 


Negro 


in  the  South  Be- 
War.  Publishing 
E.    Church,    South, 


Baker,   Ray  Stannard. 

Following  the  Color  Line. 
Doubleday,  Page  &  Co.,  $2.00 
net. 

Down,    Jerome. 

The  Negro  Races.  Vol.  i. 
Others  to  follow.  Macmillan, 
2.50  net. 

Dyer,   G.   W. 
Democracy 
fore      the 
House,    M. 
$1.00. 

Harris,   Joel   Chandler. 

Uncle  Remus.   Appleton,   $2.00. 

Harrison    &    Barnes. 

Gospel  Among  the  Slaves. 
Smith    &   Lamar,   $1.25. 

Hatcher,  W.  E. 

John    Jasper.      Revell,    $1.00. 

Haygood,   Atticus  G. 

Our  Brothers  in  Black.  Pub- 
lishing House  of  M.  E.  Church, 
South,  $1.00. 

Helm,    Mary. 

The  Upward  Path:  The  Evo- 
lution of  a  Race.  Young  Peo- 
ple's Missionary  Movement, 
cloth,   50c;   paper,    35c. 


From  Darkness  to  Light.  Mac- 
millan,  cloth,    soc;    paper,    30c. 

Merriam,  George  S. 

The  Negro  and  the  Nation. 
Henry    Holt   &   Co.,    $1.75. 

Morgan,    T.    J. 

The  Negro  in  America.  Amer- 
ican Baptist  Publication  Soci- 
ety,   $1.00. 

Murphy,    Edward    Gardner. 

Problems  of  the  Present  South. 
Longmans,  $1.00;  paper,  2$c. 
The  Basis  of  Ascendancy. 
Longmans,    $1.50   net. 

Page,    T.    N. 

The    Negro;     the    Southerner's 

Problem.  Scribner's       Sons, 

$1.25. 

In     Ole     Virginia.       Scribner's 

Sons,   $1.25. 

Stone,   Alfred  Holt. 

Studies  in  the  American  Race 
Problem.  Doubleday,  Page  & 
Co.,    $2.00   net. 

Washington,   Booker  T. 

The    Future    of    the    American 
Negro.        Small,     Maynard     & 
Co.,   $1.50;   paper,    soc. 
Up    from    Slavery.      Doubleday 
&   Page,   $1.50. 


Porto  Rico 

(See  under  North  America — Cuba  and  Porto  Rico) 


232 


Manual  of  Missionary  Methods 


Pacific  Ocean 


General 


Alexander,   James. 

Islands  of  the  Pacific.  Ameri- 
can  Tract   Society,   $2.00. 

Brain,    Belle   i\I. 

The  Transformation  of  Ha- 
waii.     Revell,    $1.00. 

Gumming,    Mrs.    C.    F.    Gordon. 
At  Home  in   Fiji.      Armstrong. 
$1.25. 

MacDougall,  D. 

Conversion  of  the  Maoris. 
Presbyterian  Board  of  Publi- 
cation,   $1.25. 


Page,  J. 

Among  the  Maoris,  or  Day- 
break in  New  Zealand.  Re- 
vell,   7SC. 

M0NTCt)MERY,     MRS.     HeLEN      B. 

Christus       Redemptor.  Mac- 

millan,    50c;    paper,   30c. 
Williams,   John. 

Missionary  Enterprise  in  the 
South  Sea  Islands.  Presby- 
terian   Board    of     Publication, 

$1.25- 


Biography 


Ellis.  James  J. 

John  Williams.  The  Mar- 
tyr Missionary  of  Polynesia. 
Revell,    75c. 

LovETT,    Richard. 

James  Chalmers,  His  Auto- 
biography and  Letters.  Rer 
veil,   $1.50. 

Page,  Jesse. 

Bishop  Patteson.  The  Mar- 
tyr of  Melanesia.  Revell, 
7SC. 


Paton,    James. 

John  G.  Paton,  Missionary  to 
the  New  Hebrides.  Revell, 
$1.50. 

PiERSON,   D.  L.,  and  Others. 

Pacific  Islanders.  Funk  & 
Wagnalls,    $1.00. 

Yonge,  Charlotte  M. 

Life  of  John  Coleridge  Pat- 
teson, Missionary  Bishop  of 
the  Melanesian  Islands.  Mac- 
millan,    2   vols.,    $3.00. 


Persia 

(See  under  Mohammedan  Lands) 


Philippines 
General 


Brown,  Arthur  Judson. 

The    New    Era    in    the    Philip- 
pines.     Revell,    $1.25. 
Student         X'olunteer         Move- 
ment,   paper,    35c. 

Devins,    John    Bancroft. 

An  Observer  in  the  Philip- 
pines. American  Tract  So- 
ciety,  $2.00. 

Foreman.  John. 

The  Philippine  Islands.  Scrib- 
ner's,   $4.50   net. 

Frkfr,   Wm.    B. 

Experiences  of  an  American 
Teacher  in  the  Philippines. 
Scribner's,    $1.50   net. 


Hopper,   James. 

Caybigan.  A  series  of  sketches. 
McClure,    $1.50. 

Stuntz,  Homer  C. 

The  Philippines  and  the  Far 
East.  Methodist  Book  Con- 
cern, $1.75- 

Worcester,    Dean    C. 

The  Philippine  Islands.  Mac- 
millan,    $2.50. 


Reports  of  the  Philippine  Com- 
mission. Government  Printing 
Office.      Free. 


For  Sunday-school  Workers 


233 


Siam  and  Laos 


Carter,  A.  Cecil.  Editor. 

The    Kingdom    of    Siam.      Put- 
nam.  $.2.00. 

Curtis,   Lillian  Johnson. 

The      Laos     of      North      Siam. 
Westminster    Press,    $1.25. 

Fleeson,   Katherine   Neville. 


Laos     Folk     Lore     of     Farther 

India.      Reveli,    750. 
Freeman,  J.  IL 

An  Oriental  Land  of  the   Free. 

Westminster   Press,   50c;   paper, 

35c. 
Thompson,   P.  A. 

Lotus   Land.     Lippincott,   $3.50. 


South  America 


Beach  and  Others. 

Protestant  Missions  in  South 
America.  Student  Volunteer 
Movement,   35c. 

Brown,   Hubert  W. 

Latin    America.      Reveli,    $i..?o. 

Carpenter,    Frank. 

South  .-\merica.  Social,  Indus- 
trial and  Political.  Saalficld, 
$3.00. 

Clark,  F.   E. 

The     Continent      of      Opportu- 
nity.     Reveli,    $1.50. 
The     Gospel     in     Latin     Lands. 
Macmillan,    cloth,     50c;    paper, 
30c. 

DAWfSON,    T.    C. 

South  American  Republics,  2 
vols.      Putnam,    $1.50    each. 

Elliot,  G.  F.   Scott. 

Chile,  Its  History  and  Devel- 
opment.     Scribner's,   $3.00  net. 

Guinness,   Geraldine. 


Peru,    Its     Story,     People    and 
Religion.      Reveli,   $2.50    net. 

Hale,    A.   B. 

South       Americans.  Bobbs, 

$2.50   net. 

NtELY,    T.    B. 

South   America,   Its    Missionary 
Problems.  Young      People's 

Missionary     Movement,     cloth, 
50c;    paper,    350. 

Pepper.    C.    M. 

Panama    to     Patagonia.        Mc- 
Clurg,    $2.50    net. 

Ray,    G.    Whitfield. 

Through      Five      Republics     on 
Horseback.      Briggs,   $1.00. 

Tucker,   Hugh   C. 

The    Bible    in    Brazil.      Reveli, 
$1-25. 

Winter,   N.   O. 

Guatemala  and   Her   People   To- 
day.      L.     C.     Page     (Boston), 
$2.25. 


Syria 

(See  under  Mohammedan  Lands) 


Thibet 


Bishop,    Mrs.    Isabella   Bird. 

Among   the    Tibetans.      Reveli, 

$1.00. 
Carey,    Wm. 


Adventures  in  Thibet.      Baker, 
Taylor  &  Co.,  $1.50. 
RijNHART,   Susie   Carson. 

With  the  Thibetans  in  Tent  and 
Temple.       Reveli,    $1.50. 


Turkey 

(See  under  Mohammedan  Lands) 


234 


Manual  of  Missionary  Methods 


COLLECTED    LIBRARIES 


The    following   collected    libraries    have  been    issued   by  the    Young  People's 

Missionary   Movement  on   both   Home  and   Foreign  Missions,  and  can 

be  secured  from    the   Denominational    Hoards  at  #5.00  per  set, 

unless   otherwise   noted.     Carriage  charges  additional. 

Juvenile  Missionary  Library 
For  Readers   10-16 

James   Chalmers.      Cloth,    $1.25 

net. 
Young,  Egerton  R. 

On  the   Indian  Trail,   $1.00. 
ZwEMER,  A.  E.  and  S.  M. 

Topsy-Turvy  Land — Arabia 

Pictured     for     Chillren.         75c 

net. 
LovETT,  Richard. 

James   Gilmour   and    His    Boys. 

Illustrated.      lamo.      $1.23. 
Underwood,  Lillian  H. 

With      Tommy      Tompkins      in 

Korea.      i2mo.     $1.25   net. 
Scott,  Lucy  Jameson. 

Twelve     Little     Pilgrims     Who 

Stayed       at       Home.         Cloth, 

$1.00  net. 


Bunker,  Alonzo. 

Soo  Thah — The  Story  of  the 
Making  of  the  Karen  Nation. 
Cloth,  $1.00  net. 

1'"ahs,  Sophia  Lyon. 

Uganda's  White  Man  of 
Work.  A  Story  of  Alexan- 
der  Mackay.      Cloth,   50c   net. 

Banks,  Martha  Burr. 

Heroes  of  the  South  Seas. 
$1-25. 

Brain,  Belle  M. 

All  About  Japan — Stories  of 
Sunrise  Land  Told  for  Little 
Folks.      Cloth,    $1.00    net. 

LovETT,  Richard. 

Tamate — The     Life     Story     of 


Reference  Library  No,  3 
Home    Missions 


Brown — The  New  Era  in  the 
Philippines,    $1.25. 

Clark — Leavening  the  Nation, 
$1.50. 

Gibbons — Those  Black  Diamond 
Men,  $1.50. 

Hitchcock — The  Louisiana  Pur- 
chase,  $1.00. 

HoRTON — The       Burden       of      the 


City,   50c. 

McLanahan — Our  People  of  For- 
eign  Speech,   50c. 

MowRY — Marcus    Whitman,    $1.50. 

PuDDEFooT — The  Minute  Man 
on    the    Frontier,    $1.25. 

Sherwood — Memoirs  of  David 
Brainerd,   $1.50. 

.Strong — Our  Country,  60c. 


Reference  Library  No.  4 
Africa 


Stewart     James. 

Dawn    in    the    Dark    Continent, 

$2.00  net. 
Nassau,  Robert  Hamill,  S.T.D. 

I'>tichism      in      West      Africa, 

$2.50  net. 
Noble,   I'rfderic  Perry. 

The      Redemption     of     Africa. 

Cloth,  $4.00. 


Jack,   James  W. 

Daybreak        in 

Cloth,    $1.50  net. 
Taylor,   .S.   Earl. 

The  Price  of  Africa. 
Parsons,    Ellen    C. 

Christus  Liberator.      Cloth,  50c. 
Drummond,  Henry. 

Tropical  Africa.      $1.00. 


Livingstonia. 


Soc. 


For  Sunday-school  Workers 


235 


Reference  Library  No.  5 
India 


Hunter,    S.r   VVm.    Wilson. 

A     Brief     History    of    the     In- 
dian   Peoples.       Cloth,    90c   net. 

VVilson-Carmich.^el,   Amy. 

Things    as    They    Are.       Cloth, 
$1.00. 

HoLCOMB,  Helen  H, 

Men    of    Might    in    India    Mis- 
sions.     Cloth,    $1.25. 

Jones,  John   P. 

India's      Problem — Krishna     or 
Christ.      Cloth,   $1.50. 

Smith,   George. 

The      Conversion      of     India — 
from    Pantaneus    to    the    Pres- 


ent •lime     (A.     D.     193-1893). 
Cloth,   $1.50. 

Denning,   Margaret  B. 

Mosaics     from     India.       Cloth, 
$i-'5- 

Mitchell,  J.  Murray. 

The    (Ireat    Religions   of    India, 
Cloth,   $1.50. 

Beach,    Harlan    P. 

India      and      Christian     Oppor- 
tunity.     Cloth,    soc   net. 

Fuller,   Mrs.   Marcus  B. 

Wrongs     of     Indian     Woman- 
hood.     Cloth,    $1.25. 


Reference  Library  No.  7 
China 


Beach,   Harlan    P. 

Princely  Men  in  the  Heaven- 
ly Kingdom.     Cloth,  50c  net. 

Sooth  ILL,  W.  E. 

A  Typical  Mission  in  China. 
Cloth^    $1-50    net. 

Chang  Chih  Tung. 

China's  Only  Hope.  Cloth, 
7SC. 

Gibson,  J.   Campbell. 

Mission  Problems  and  Mis- 
sion Methods  in  South  China. 
Cloth,   $1.50   net. 

Holcombe,  Chester. 

The  Real  Chinese  Question. 
Cloth,   $1.50. 


.Smith,   .\rthur  H. 

Chinese   Characteristics.     Cloth, 

$2.00. 
Smith,   Arthur  H. 

N'illage    Life   in    China.      Cloth, 

$2.00. 
Beach,   Harlan   P. 

Dawn    on    the    Hills    of    T'ang. 

Cloth,    50c   net. 
McNabb,   R.   L. 

The     Women     of 

Kingdom.      Cloth, 
Brown,  Arthur  J. 

New     Forces     in 

Cloth,   $1.50   net. 


the     Middle 
75c   net. 


Old     China. 


and     Its    Prob- 


His     Power. 


Dwight,  H.  O. 

Constantinople 

lems.      Revell. 
Johnstone.    P.    DeL 

Muhammed     and 

Scribner. 

^yATsoN,  c.  R. 

Egypt    and    the    Christian    Cru- 
sade. United       Presbyterian 
Board. 
Wherry,  E.   M. 

Islam    and    Christianity    in    the 
Far   East.      Revell. 

^^'ITsoN,  s.  G. 

Mariam.      American   Tract    So- 
ciety. 


Reference  Library  No.  9 
The  Mohammedan  World 

Edited  by  Drs.   Zwemer,   Wherry 
and    Barton. 

The     Mohammedan     World     of 
Today.      Revell. 

Edited   by   Von   Sommer  &  Zwem- 


Our    Moslem    Sisters.      Revell. 
S.   M.  Zwemer. 

The    Moslem   Doctrine   of   God. 

American   Tract   Society. 
W.   A.  Shedd. 

Islam        and        the        Oriental 

Churches.     Presbyterian    Board 

Publication    &    Sabbath    School 

Work,  Phila. 


236 


Manual  of  Missionary  Methods 


Reference  Library  No.  12 
^outh  America 


Several   Authors. 

Protestant     Missions    in     South 

America. 
Brown,   H.   W. 

Latin   America. 
Dawson,  T.   C. 

South     American     Republics 

(two   volumes). 


Clark,   F.   E. 

The  Continent  of  Opportunity. 
Tucker,  II.  C. 

The   Bible  in   Brazil. 
Pepper,  C.  M. 

Panama   to    Patagonia. 
Hale,   A. 

The  South  Americans. 


Reference  Library  No.  13 
Korea 


Gale,  J.  S. 

The     Vanguard,     A     Tale 

Korea. 

Korean    Sketches. 
Baird,   a.   L.  a. 

Daybreak  in   Korea. 
Underwood,  L.  H. 


Fifteen  Years  Among  the  Top- 
of  knots. 

Underwood,  H.  G. 

The  Call  of   Korea. 
Noble,  W.  A. 

Ewa;   A   Tale  of  Korea. 
Hulbert,    H.    B. 

The    Passing   of   Korea. 


Reference  Library  No.  14 

Cuba  and  Porto  Rico 

Pepper,  C.  M.  N'an   Middledyk,  R.   A. 

To-morrow  in   Cuba.  $2.00.                  History    of   Porto    Rico. 

FowLES,    G.    M.  net. 

Down  in   Porto  Rico.  75c  net.     Seabury,   J.    B. 

Ballou,    M.    M.  Porto   Rico.      50c. 

Due  South.     $1.50.  Porter,   Robert   P. 

Robinson,   A.   G.  Industrial   Cuba.      $3.50. 

Cuba     and      the      Intervention. 

$1.80. 


$1-25 


Reference  Library  No.  15 


Japan 


Bacon,   Alice  Mabel. 

Japanese    Girls   and   Women. 

Cloth,    $1.25. 
Cary,  Otis. 

Japan   and   Its   Regeneration. 

Cloth,    snc   net. 
Clement,   Ernest  W. 

ITnndhook  of   Modern  Japan. 

Cloth,   $1.40. 

Christianity    in    Modern    Japan. 

Cloth,    $1.00   net. 
Davis,  J.  D. 


A    Maker    of    the    New   Japan. 

The  Life  of  Joseph  Hardy  Nee- 

sinia.      Cloth,    $i.oo. 
GuLicK,    Sidney    L. 

Evolution    of   the   Japanese. 

Cloth,    $2.00    net. 
Knox,   George   William. 

Japanese     Life     in     Town     and 

Country.      Cloth,    $1.20    net. 
Nitobe,   Inazo. 

Bushido:    The    Soul    of   Japan. 

Cloth,  $1.25  net. 


For  SuJiday-schooi  Workers 


217 


Campaign  Library  No.  2.    $10.00 


Baldwin — Foreign  Missions  of 
the   Protestant   Churches,  $i.oo. 

Butler — William  Butler,  the 
Founder  of  Two  Missions,  net, 
$1.00. 

Chamberlain — The  Cobra's  Den. 
$1.00. 

CoNDiT — The  Chinaman  as  We 
See  Him,  $1.50. 

GiFFORD — Every-Day  Life  in  Ko- 
rea,  $1.25. 

Gracey — Eminent  Missionary  Wo- 
men,  85c. 

Griffis — V'erbeck  of  Japan,  $1.50. 

Hadley — Down  in  Water  Street, 
$1.00. 

Harford-Battersby  —  Pilkington 
of  Uganda,  $1.50. 

Headland — Chinese  Heroes,  net, 
$1.00. 


Mason — The  Little  Green  God, 
75c. 

Maxwell — The  Bishop's  Con- 
version, $1.50. 

McAllister — A  Lone  Woman  in 
Africa,   $1.00. 

Penrose — Opportunities  in  the 
Path  of  the  Great  Physician, 
net,   $1.00. 

Price — The    Cry   Heard,   $1.00. 

Several — The  Picket  Line  of 
Missions,  50c. 

Several — Protestant  Missions  in 
South    America,    net,    soc. 

Puddefoot — The  Minute  Man  on 
the   Frontier,   $1.25. 

Thoburn — My  Missionary  Ap- 
prenticeship,  $1.20. 

Young — By  Canoe  and  Dog 
Train,   $1.25. 


APPENDIX  D 
Chart  and  Diagram  Material 


THE  PERIOD  FOR  MISSIONARY  TRAINING 


^ 


I? 

17 


I|S 


19 


1? 


|21 
22 
23 


11 
lO 


Affe  Of  Greatest 
Religious  Interest 


IS 

ip 


20 

21 
2& 


23 


Age  Of  Conversion 


239 


240  Matiual  of  Missionary  Methods 


w; 


miLE  VAST  CONTINENTS 
ARE  SHROUDED  IN  AL 
MOST  VTTER  DARKNESS.AND 
HUNDREDS  OF-MILLIONSSUE 
PER  THE  HOrIrORS  OFHEMH 
ENISM     ■M^ANDOFIS 


LAM.THE  BURlDEN  OF  PROOF 
RESTS  ON  YOlfiv  TO  SHOW 
THAT  THE  CIRillf  CVMSTAN 
CES  IN  WHICH  COD  HAS  FLAG 
ED  YOV  WERE  MEANT  BY  GOD 
TO  KEEP  YOV  OVT  OF  THE 
FOREIGN  FIELD 

L^AJ 

The  challenge  to  Christian  youth  of  the  late  ton 
Keith-Falconer,  missionary  to  Arabia 


For  Siinday-scJiool  Workers  241 


THE  EVANGELIZATION  DF  THE  WORLD  IN  THIS  GENERATION 


^^  iooao  fs^uirad  Co  C»an^el,ia  the  V/9Hi 


MEN   ENOUGH 


MONEY  ENOUGH 


WE   CAN   DO   IT   IF   WE   WILL 


242 


Manual  of  Missionary  Methods 


For  Smiday-school  Workers  243 

Missions  the  Thermometer  of  the  Church 


BOItINC 

HOT     _ 
BLOOD  HEAT     |I 

WAPM 
LUKEWARM 

COOL 

COLD 
FREEZING 

ZERO 


K 


The  Ideal  Church.     Always  Abounding- 
in  the  Work  of  the  Lord. 


Prays  and  Longs  for  Members  to  Go. 
Missionary  Sermons  Most  Popular. 
Gifts  for  Foreign  Missions  Equal  to  or 
in  Excess  of  Self-Support.  Mightily 
Used  of  God  Everywhere. 

Prays  Earnestly.  Gives  Freely  to 
Missions.  Living  Link  or  Share  in 
Station.  A  Power  in  the  Local 
Community. 

Deepening  Interest  in  Missions.  No 
Apologies.  Studies  the  Fields  and 
Forces.  Evangelistic  Passion  Growing. 

Assents  to  Missionary  Teaching.  Little 
Action.  Apologizes  for  Missionary 
Offering. 

Thinks  Charity  Begins  at  Home  and 
Ends  There.'  Not  Much  Charity  at 
Home  Either. 

Callous  about  the  Heathen  and  about 
Everybody  Else. 


Thinks  Missions  a  Huge  Mistake. 


/CSSG] 


V 


Opposes  and  Criticizes  Missions. 

in  Spiritual  Gifts. 


Dead 


Where  Does  the  Thermometer  Stand 
in  Your  Church  and  School? 


244 


Manual  of  Missionary  Methods 


1907 

MismartWatsof 

WOHEING 

EVANGELISTIC 

EDUCATIONAL 

MEDICAL 

Gotpel  Meetingi 

Village  SchooU 

Itinerating 

Buaar  Ptreachinc 

Training  Schools 

Introducing  Sanitation 

Itinerating 

Night  Schools 

Dispensaries 

PerwnJ   Work 

Boarding  Schools 

Hospitals 

Organizng 

Kindergartens 

Destroying    power    of    witch 

Oapel  Prvftcbing 

Primary  Schools 

doctors  and  medicine  men 

Training  Native  Hdpen 

Intermediate  SchooU 

Unbinding  the  feet 

Ba>le   Distribution 

High  Schools 

Opium  Refuges 

Bible  Reading 
Sunday   Schools 
Zenana  Work 
Einvorth   League* 

CoUeges 

Care  of  Lepers 

Theological  Seminaries 

PHILANTHROPIC 

UTERARYAND 

Famine  Relief 

Aiding  Wdows  and  Orphans 

Assisting  the  Blind 

Freeing  Slaves 

Abolishing  Human  Sacrifice 

Abolishing  Self  Torture 

Temperance  Reform 

Young   Men's  Christian  Asso- 
ciation 

PUBUCATION 

Bible  Translation 

Hymn  Translation 

General  Translation  Work 

Newspapers 

Magazines 

Sunday  School  Papers 

Sunday  School  Lesson  Helps 

INDUSTRIE. 

Manual   Training 
Agricultural  Training 
Blacksmithing 
Metal  Work 

EXPLORATION 

Domestic  Science 
Lace   Work 

Other  Bible  Helps 
Tracts 

Strategic  Points 

Linen    Dravm   Work 

Religious  Books 

Mission  Boundaries 

Weaving 

School  Text-Books 

Healthy  Mission  Stations 

Basket-Making 

Reports 

Influential  Communities 

For  Sitnday-sdioot    Workers 


245 


Percentage  of  Increase  in 
Members  and  Probationers 
IN  Three  Harvest  Fields  1907 


Korea 
.833 


Philippine  Is. 
.385 


? 


United  States 
.017 


j^ 


1807 


INCREASE 


methodist  episcopal 

United  States      3.036.687     52.406 
Philippine  Is.  20.678        5.754 


Korea 


M^mODtST   VEAB   BOOK,  IM9 


23.455      10.665 


246 


Manual  of  Missioyiary  Methods 


Comparative  Populations 

WITH  Ratio  of 
Protestant  Communicants 


Chinese  Empiru 
438.000.000 


United  States 
86.000.000 


. 

India 
294.000.000 

Africa 
157.000.000 

Protestant 
Communicants 

21.000.000 
136.000 
498.000 
360.000 


Country 


United  States 
Chinese  Empire 
India 
Africa 


Ratio 

1in4 
1  IN  3.220 
I  IN  590 
1  IN  436 


For  Sunday-scliool    Workers  247 


Population  of  the 

United  States  and  the 

rest  of  the  world 


POPULATION  OF  UNITED  STATES 

POPULATION  OF  REST  OF  WORLD 


_  ^   86.429,000 
__  1.354,221.000 


248  Manual  of  Missionary  Methods 


Expenditures  of  the 
Methodist  Episcopal  Church 
FOR  Home  and  Foreign  Work 


HOME $30,422,157 


FOREIGN $2,189,939 

1907 


>  OF    F09eiQN   MISSIONS.    W.EXA. 


For  Sunday-school    W^or/^crs 


249 


THE  COMPARATIVE  SIZE  AND 
LATITUDE  OF  CHINA  PROPER 


250  Manual  of  Missionary  MclJiods 


DOES  CHINA  NEED  MORE  LIGHT? 


NATIVE  CHRISTIANB  ISISiS 


aCALE  ivWOOOXKl 


For  Sjindaj'-school   Workers 


251 


Growth  Of  Protestant 

Communicants  In  China^^ 


The   Relative   Increase    Is  Shown 
By   Height  Of  Spires 


1842         I860  1876 


252 


Manual  of  Missionary  Methods 


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The  mottoes  shown  on  this  and  the  next  page  are  reductions  of  "  Missionary 
Wall  Mottoes,  No.  i,"  i5X'22  inches,  on  imitation  parchment  paper,  lithographed 
in  blue,  red,  and  gold  ;  set  of  six,  50  cents.  To  be  obtained  from  any  of  the 
denominational  mission  boards. 


For  Sunday-school  Workers 


253 


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254  Manual  of  Missionary  Methods 


A  CENTum  OF  Progress 
In  Cma 

1807                                1907 

One   ProloUnt   Miuionary 

More   than   3,000   Protestant   Missionaries. 

Not   one    Protestant   G)nverl 

More  than  150,000  Protestant   G>mmunk:ants. 
Estimated. 

Bible   Unknown. 

the    Government    schools    in    some    of    the 
Provinces. 

No  HospitaU. 

More   than   300   Hospitals. 

Opium  Trade   Unmolested. 

Use     of    Opium     to     be     Abolished     in     ten 
years. 

Fool-binding  general   among  Chinese  womea 

Fool-binding   custom    under    the    ban    of    the 
Empress. 

Western   Leanung   Unknown. 

New   system  of  education  established   in  each 
of  the    18   Provinces. 

No   Daily   Newspapers. 

Daily   Newspapers   in   every   important  city. 

No   Railroads. 

9,000  Miles  in  operation  or  construction. 

For  Sunday-school   Workers 


255 


ILLITERACY  OF  CHINA 


Five  PerCentOf  The  Men  Can  Read 


■:::i:::i:::i:::i:::i::ii::iiqi:i:::i 
i:::i:::i::ii:::i:::i:::i::n:i:i:::i 

■:i:i:::i:::i:::b:::i:::i:::i:i:i:::i 
■:::i:::i:::i:::i:::i:::i:::i:i:i:::i 


One  Woman  In  A  Thousand  Can  Read 


256 


]\Tamicil  of  Missionary  Methods 


The  Religions  of  Africa 


^^^m^^^mm^Mm^mm^^^^^ 


HEATHEN  97.000.000 


CHRISTIAN 

9,000.000 


MOHAMMEDAN  51.000.000 


For  Sunday-school   Workers 


2S7 


TOTAL  POPUATION  OF 
NEW  YORK  CITY  8,487^02 


T.Ik*  Ttncmtnt  H»ai(  Ptpulatisn  •!  N«w  V«fJi 
II  graatcr  tb*B  th«  tsi«l  PepBUtlaB  •(  any  ana 
at  tka  following  Statca:  Ocargla,  Iowa,  Tann> 
catca.  Wttcaoaln. 


258 


Manual  of  Missionary  Methods 


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For  Sunday-school  Workers 


259 


Charts  published  in  1904  by  the  Young  People's  Missionary 
Movement,  and  for  sale  by  the  Denominational  Boards.  The 
set  of  six  on  this  and  the  following  pages,  printed  on  paper 
wiih  wood  at  top  and  bottom,  $2.00. 


26o 


Manual  of  Missionary  Methods 


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For  Sunday-school  Workers 


261 


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262  Ma?mal  of  Missionary  Methods 

Percentage  of  Illiteracy 
OF  Negro  Population 
OF  Southern  States 

OVER  10  YEARS  OLO 

1890  1900 

MISSISSIPPI ^60  8 49  1 

SO  CAROLINA 641 52  8 

LOUISIANA ^72  1 611 

GEORGIA 67  3 524 

ALABAMA 69  1 57  4 

FLORIDA 505 384 

VIRGINIA 57  2 446 

NO  CAROLINA 60  1 47  6 

DI9T  OF  COLUMBIA 35.0 243 

ARKANSAS ^53  6 43  0 

TENNESSEE 54  2 4 1  6 

TEXAS  ^ 52  2 38  2 


us.  CENSUS.  1900 


For  Sunday-school  Workers 


263 


Proportion  of 

Negro  *->White  Population 

IN  Southern  States 


STATE                        POPULATION 

PERCENTAGE 
NEGRO             WHITE 

MISSISSIPPI 1,551.270 

SHI^^^HI        ililill 

SO.  CAROLINA 1,340,316 

SSa^HHHI 

LOUISIANA 1.381.625 

ElS^^^i  fl'"'       ^2.9 

GEORGIA 2,216,331 

ALABAMA 1,826,  697 

2^mii  j^    54j_^ 

FLORIDA 528. 542 

EE!^^H».'    ....,:..-,...  56.3, 

VIRGINIA 1,854,184 

B^^^H  !i"  '         ''  ^'il 

NO.  CAROLINA- 1,893.  810 

DIST.  OF  COLUMBIA-  -    278.  718 

Bm    \\r--'u:^^ 

ARNANSAS 1,311,564 

ED^I     W --'"::■ ^*-4 

TENNESSEE    ^  . 2, 020,  6 1 6 

EH   ill!:;:  '  ■'■■':'""7ca 

TEXAS 3,048,710 

tfTfll  III  III      iiiliiiiililllllllllllillfl 

U.  S.  CENSUS,  UOO 


264 


Manual  of  Missionary  Methods 


Proportiono^White  Persons 

OF  Foreign  Parentage 

OF  so  States 

10  YEARS  OF  AGE  AND  OVER 
WHO  CANNOT  SPEAK  ENGLISH 


NEW  MEXICO 

ARIZONA 

TEXAS 

FLORIDA 

NEW  HAMPSHIRE 

i 

\ 

\ 

9 

1 

2 

1 

6 

2 

0 

24 

2 

8 

3 

2 

36 

■ 

" 

1 

" 

" 

"^ 

H 

Bl 

■ 

■ 

" 

" 

■ 

" 

" 

H 
1 

■ 

■ 

1 

■ 

NORTH   DAKOTA 

1 

MAINE 

1 

PENNSYLVANIA 

RHODE  ISLAND 

WISCONSIN 

SOUTH  DAKOTA 

MINNESOTA 

I 

CONNETICUT 

1 

NEW  YORK 

LOUISIANA 

NEW  JERSEY 

WYOMING 

WEST  VIRGINIA 

MASSACHUSETTS 

■ 

ILLINOIS 

i 

U  S  CENSUS    INO 


For  Sunday-school  Workers  265 

Proportion  of  Population 
IN  THE  United  States 

DWELLING  IN   CITIES    OF 

8.000  OR   MORE   INHABITANTS 

FROM   1790  TO  ISOOj 


URIAH  =-  BL/kCK    SEGMENTS  OF  CIRCLES 


1790    1800       1810        1820        1830 
1840        1850         1860  1870 

22.S7%  29.20%  33% 

1880  1890  1800 


266 


Manual  of  Missionary  Methods 


Constituents  of 
THE  Population  of  Cities 

OF  MORE  than 

200.000  Inhabitants 


278,  718 
SOB,  957 
204,  731 
1.  293. 697 
287.  104 
325.  902 
575.  238 
321.  616 
202.  718 
246. 070 
206.  433 
560.  892 
352,387 
342,782 
381,  768 
285.704 
3,  437,  202 
1.  698.  575 
285.  315 


WASHINGTON 

BALTIMORE 

LOUISVILLE 

PHILADELPHIA 

NEW  ORLEANS 

CINCINNATI 

ST.  LOUIS 

PITTSBURG 

MINNEAPOLIS 

NEWARK 

JERSEY  CITY 

BOSTON 

BUFFALO 

SAN  FRANCISCO 

CLEVELAND 

DETROIT 

NEW  YORK 

CHICAGO 

MILWAUKEE 


PER  CENT 
10  20  30  40  50  60 


70  80  90  100 


I  MATIVE    WWTC  Of  NATIVE    PARENTS       ||||||{|||||||  NATIVE  WHITE    OF    FORDGN    PARENTS 
^^  rOREICN    WHITE       [  [  CHINESE    AND    .JAPANESE       fjH  NECRO 

U.S.  CENSUS.  t»00 


For  Sunday-school  Workers 


267 


Average  per  Member 

FOR 

Foreign  Missions  in  isos 


DENOMINATIONS                         AVERAGE  PER  MEMBER  IN  UNITED  STATES 

IN  AMERICA     ^^^HH^^                                      I.QOO 

AM.  BOARD     i^^^HHH                                        -1    QC 

^H^H                               1    17 

U.S.A.NO.      ^^^Hi                                                  1.Ui3 

^^^                                                                QC 

EPISCOPAL     ■■■                                                          •09 

BAPTIST      ■■■§                                                               TF 1  Q 
NORTHERN     JJ^^H                                                              ./IS 

METHODIST    ^^m                                                                CQ 
EPISCOPAL     ^IH                                                             •  D  0 

METH.  EPIS.    ^B                                                                    AC 
SOUTH        ^H                                                                 •  ^9 

BAPTIST       ■                                                                          '1  aO 
SOUTHERN     ■                                                                      -199 

Princeton  Theological  Seminary  Libraries 


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